Faculty Sponsor

Michelle Drouin

Document Type



Department of Psychology

University Affiliation

Indiana University – Purdue University Fort Wayne

IPFW Sigma Xi (Scientific Research Honor Society) Student Research Competition



Approximately one third of the U.S. population encounters difficulty in learning to read (Adams, 1990). According to Storch and Whitehurst (2001), this early reading failure may have an enduring, detrimental effect on children’s lives; therefore, early interventions are instrumental to children’s success. With regard to the content of these interventions, decades of research have shown that letter name and sound knowledge in preschool and kindergarten are predictive of later reading ability. In this study, which is part of a larger longitudinal study of the effectiveness of a games-based intervention, we explore “duration of program” effects on letter learning. Children from two Midwestern preschools were randomly divided into two intervention groups consisting of a shorter and longer time frame.

Presentation Date


Included in

Psychology Commons



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