Stepping Stones to Literacy **retired by publisher
Overview
Focus
Specific Skills
- Auditory processing skills
- Fluency
- Phonemic awareness
- Phonological awareness
- Print knowledge
Program Length
25 ten to twenty minute daily lessons (9-15 hours of instructional time)
Program Description
"An effective, research-based program for early learners who have been identified as at risk for reading failure."
Visit Program WebsiteDemographics & Delivery
Intended Population
- Intervention
- Intensified intervention
Grade
- Elementary School
Intended Group Size
- Small group
ELL/DLL
- Partial
Multisensory Applications
- No
Computer-Based Delivery
- Partial
Scripted
- Instructor Scripted
Program Specifics
Comprehensive or Skill Specific
- Comprehensive
Placement Tests
- No
Accelerated Learning
- No
Assessment to Monitor Skills Mastery
- No
Error Correction Built In
- Yes
Fidelity Measures Provided by Publisher
- Unspecified
Research & Evaluation
Research Summary
Stepping Stones to Literacy was found to have small, positive effects on the domain of alphabetics. (WWC)
Study Citations
Nelson, R., Benner, G. J., Gonzalez, J. E. (2005). An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13, 3-12. doi: 10.1177/10634266050130010101 (WWC)
Nelson, J. R., Stage, S. A., Epstein, M. H., & Pierce, C. D. (2005). Effects of a prereading intervention on the literacy and social skills of children. Exceptional Children, 72(1), 29–45. (WWC)
What Works Clearinghouse (WWC) Report
- Positive effects
Evidence-Based Practice (EBP)
- Evidence-based practice