A Pilot Study of Effects of the Magic Penny Early Literacy Program on Phonemic Awareness and Basic Reading Skills

The New School Psychology Bulletin Pub Date : 2012-05-10 DOI:10.1037/e534932013-008

C. Casey, C. Cook-Cottone, Courtney N. Baker

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引用次数: 2

Abstract

The current pilot study was an investigation into the effectiveness of the Magic Penny Early Literacy Program reading curriculum among kindergarten students. Magic Penny was introduced as a supplement to the existing curriculum in the intervention classroom for approximately three months. Reading achievement was assessed using a selection of tests from the Woodcock-Johnson III Tests of Cognitive Abilities and the Woodcock-Johnson III Tests of Achievement that comprise the Basic Reading Skills Cluster and the Phonemic Awareness III Clinical Cluster. Utilizing a between-group comparison and longitudinal study design, group differences between intervention (n = 19) and comparison (n = 19) classrooms on the early literacy outcome measures were examined using linear regression models. Results provided mixed support for the Magic Penny Early Literacy Program. Analyses indicated that intervention group membership was associated with greater improvement in children’s Basic Reading scores, when controlling for pre-test scores. In contrast, intervention group membership was not associated with greater improvement in children’s Phonemic Awareness scores. This study represents the first formal evaluation of the Magic Penny Early Literacy Program. However, this pilot study was limited in scope and lacked random assignment. Given its limitations, additional, larger-scale research is warranted to further examine the impact of this new program.

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魔法便士早期读写计划对音素意识和基本阅读技能影响的初步研究

本研究是对“魔法便士早期读写计划”阅读课程在幼儿园学生中的有效性进行调查。魔法便士作为现有课程的补充在干预课堂中引入了大约三个月。阅读成绩的评估使用从伍德考克-约翰逊认知能力测试和伍德考克-约翰逊成就测试中选择的测试，包括基本阅读技能组和音素意识III临床组。采用组间比较和纵向研究设计，采用线性回归模型检验干预教室(n = 19)和对照教室(n = 19)在早期读写能力结果测量方面的组间差异。结果为“魔法便士早期识字计划”提供了好坏参半的支持。分析表明，在控制测试前成绩的情况下，干预小组成员与儿童基本阅读成绩的更大改善有关。相比之下，干预组成员与儿童音素意识得分的较大改善无关。这项研究是对魔法便士早期识字计划的第一次正式评估。然而，这项初步研究的范围有限，缺乏随机分配。考虑到它的局限性，额外的，更大规模的研究是必要的，以进一步检查这一新计划的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

The New School Psychology Bulletin

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审稿时长

30 weeks