EARLY LITERACY PROJECT Angela Losardo, Ph.D. and Margaret Werts, Ph.D. Co-Principal Investigators Appalachian State University Boone, North Carolina  28608

Theoretically and functionally, direct instruction and activity–based intervention exemplify two distinct intervention procedures. The major goal of this research project is to examine these two procedures, and compare their effectiveness on the acquisition, generalization, and maintenance of early literacy training targets. Three objectives will be implemented to meet this goal. First, a components analysis study will be conducted (Objective 1). This will result in a chart outlining the salient components of ABI and DI along the following three dimensions: (a) dependent variables, (b) independent variables, and (c) contextual features. Four studies will be implemented to respond to existing knowledge deficits related to effective instructional procedures for young children (Objective 2). The purpose of each study is to evaluate the differential effects of promoting children's early literacy skills using ABI and DI. Three dependent variables will be targeted in the four studies: 1) acquisition; 2) generalization; and 3) maintenance of early literacy training targets. In study one, we expect to explore when and how training trials are introduced. In study two, we will manipulate the variable of a teacher vs. child initiation. In study three, types of antecedents and consequences used will be examined. In Study 4, the role of corrective feedback will be studied. We expect a majority of children to acquire the targeted skills, however, a small percentage will need further instruction (Objective 3). We will plan and implement instruction for these children using information from two sources: (a) information from the four studies indicating effective procedural components, and (b) graphs from the individual child indicating rates of acquisition and learning curves during sessions.