Inclusion of letter knowledge, phonemic awareness, the alphabetic principle, and oral language is supported for early reading intervention for kindergarteners with language difficulties

Abstract

This review provides a summary and appraisal commentary on the treatment review by O’Connor, R. E., Bocain, K., Beebe-Frankenberger, M., & Linklater, D. L. (2010). Responsiveness to students with language difficulties to early intervention in reading. Journal of Special Education, 43, 220–235. Source of funding and disclosure of interest: This study was supported by Grant #R324B080008 from the Postdoctoral Research Training Program, U.S. Department of Education's Institute of Educational Sciences; the original authors of this research report no conflicts of interest.