Abstract
The authors explored the effects of an expanded Language Experience Approach (LEA) on emergent literacy skills of kindergarteners. Forty-four kindergarteners were randomly assigned to either an expanded LEA condition or a traditional LEA condition. At the end of the six-month treatment period, the expanded LEA group performed better than the traditional LEA group on the listening for information subtest (p<.05) of the California Achievement Test (CAT), and on other measures. A treatment-by-sex interaction (p<.01) on the sound matching subtest of the CAT favored the girls in the expanded LEA group. The traditional LEA group performed better than the expanded LEA group on the total alphabet skills subtest (p<.01) of the CAT. The results are interpreted as indicating that use of an expanded LEA is more effective than the traditional LEA in aiding the development of listening comprehension skills of kindergarteners.
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