The purposes of this study were to: examine the effectiveness of a trimotoric approach using the Three to Get Ready program; to assist preschool children with disabilities to understand basic concepts and increase verbalization skills. Four students between the ages of 3 and 4 ½ years old participated in this study. They were identified as preschool disabled by school district personnel using state eligibility standards, according to the state administration code (2001). All participating children had IEP objectives in expressive language and communication. They attended a public school in Southern New Jersey and were enrolled in the class for children with preschool disabilities to receive special education services for 2 ½ hours per day according to their IEPs. None of the four children received training using the Three to Get Ready program prior to the study.
A multiple-baseline single subject design was used in this study. The project was conducted over a twelve-week period and all instruction was provided in a preschool handicapped classroom. Prior to each weekly lesson, a pre-test was given to each participating child as baseline data for 12 weeks. At the conclusion of each weekly lesson, a posttest was given to each child to collect interaction data on student progress, for 12 weeks.
The results indicate that the intervention program generally did not lead to any significant increases in the language development or concept comprehension of the participating preschool children, though individual children with high cognitive functioning may benefit.
","abstract_html":"<p>The purposes of this study were to: examine the effectiveness of a trimotoric approach using the <em>Three to Get Ready</em> program; to assist preschool children with disabilities to understand basic concepts and increase verbalization skills. Four students between the ages of 3 and 4 ½ years old participated in this study. They were identified as preschool disabled by school district personnel using state eligibility standards, according to the state administration code (2001). All participating children had IEP objectives in expressive language and communication. They attended a public school in Southern New Jersey and were enrolled in the class for children with preschool disabilities to receive special education services for 2 ½ hours per day according to their IEPs. None of the four children received training using the <em>Three to Get Ready</em> program prior to the study.</p> <p>A multiple-baseline single subject design was used in this study. The project was conducted over a twelve-week period and all instruction was provided in a preschool handicapped classroom. Prior to each weekly lesson, a pre-test was given to each participating child as baseline data for 12 weeks. At the conclusion of each weekly lesson, a posttest was given to each child to collect interaction data on student progress, for 12 weeks.</p> <p>The results indicate that the intervention program generally did not lead to any significant increases in the language development or concept comprehension of the participating preschool children, though individual children with high cognitive functioning may benefit.</p>","abstract_has_math":false,"creators":["Crank, Megan"],"institution":null,"degree_name":"M.A. in Special Education","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Xin, Joy F."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-14T07:00:00Z","date_published":"2003-05-14T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["Early childhood education; Language arts (Early childhood)","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1282","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Xin, Joy F."]},{"key":"dc:creator","label":"Author","values":["Crank, Megan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in Special Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Early childhood education; Language arts (Early childhood)","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1282"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study were to: examine the effectiveness of a trimotoric approach using the Three to Get Ready program; to assist preschool children with disabilities to understand basic concepts and increase verbalization skills. Four students between the ages of 3 and 4 ½ years old participated in this study. They were identified as preschool disabled by school district personnel using state eligibility standards, according to the state administration code (2001). All participating children had IEP objectives in expressive language and communication. They attended a public school in Southern New Jersey and were enrolled in the class for children with preschool disabilities to receive special education services for 2 ½ hours per day according to their IEPs. None of the four children received training using the Three to Get Ready program prior to the study.
A multiple-baseline single subject design was used in this study. The project was conducted over a twelve-week period and all instruction was provided in a preschool handicapped classroom. Prior to each weekly lesson, a pre-test was given to each participating child as baseline data for 12 weeks. At the conclusion of each weekly lesson, a posttest was given to each child to collect interaction data on student progress, for 12 weeks.
The results indicate that the intervention program generally did not lead to any significant increases in the language development or concept comprehension of the participating preschool children, though individual children with high cognitive functioning may benefit.
"]},{"key":"dc:title","label":"Title","values":["A study in the effectiveness of the three to get ready program in promoting language learning"]}]}],"canonical_facts":{"dc:contributor":["Xin, Joy F."],"dc:creator":["Crank, Megan"],"dc:date.available":["2016-05-03T07:00:00Z"],"dc:description.abstract":["The purposes of this study were to: examine the effectiveness of a trimotoric approach using the Three to Get Ready program; to assist preschool children with disabilities to understand basic concepts and increase verbalization skills. Four students between the ages of 3 and 4 ½ years old participated in this study. They were identified as preschool disabled by school district personnel using state eligibility standards, according to the state administration code (2001). All participating children had IEP objectives in expressive language and communication. They attended a public school in Southern New Jersey and were enrolled in the class for children with preschool disabilities to receive special education services for 2 ½ hours per day according to their IEPs. None of the four children received training using the Three to Get Ready program prior to the study.
A multiple-baseline single subject design was used in this study. The project was conducted over a twelve-week period and all instruction was provided in a preschool handicapped classroom. Prior to each weekly lesson, a pre-test was given to each participating child as baseline data for 12 weeks. At the conclusion of each weekly lesson, a posttest was given to each child to collect interaction data on student progress, for 12 weeks.
The results indicate that the intervention program generally did not lead to any significant increases in the language development or concept comprehension of the participating preschool children, though individual children with high cognitive functioning may benefit.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1282"],"dc:subject":["Early childhood education; Language arts (Early childhood)","Special Education and Teaching"],"dc:title":["A study in the effectiveness of the three to get ready program in promoting language learning"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in Special Education"]},"updated_at":"2026-07-24T04:14:13Z"}