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Cassandra Potier Watkins; Stanislas Dehaene – Journal of Experimental Education, 2024
We report the effectiveness of using the tablet-game Kalulu Phonics immediately after intervention in kindergarten and on national evaluations the year after. In a previous intervention testing the software with 1st graders, fluency and comprehension were boosted, but only when used in concert with reading instruction at the start of the year.…
Descriptors: Tablet Computers, Handheld Devices, Educational Games, Kindergarten
Schechter, Rachel L.; Lynch, Alicia D.; Ilievski, Isabella – Online Submission, 2023
LXD Research analyzed data from 405 students from kindergarten through first grade who either participated in using the 95 Phonics Core Program (95PCP) or served as comparison students in a school district in AZ during the school year 2022-2023. This product adds explicit and systematic phonics instruction to the daily reading block. The…
Descriptors: Kindergarten, Young Children, Phonics, Program Effectiveness
Patricia F. Vadasy; Elizabeth A. Sanders – Grantee Submission, 2023
This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive…
Descriptors: Kindergarten, Young Children, Phonics, Reading Instruction
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Patricia F. Vadasy; Elizabeth A. Sanders – Reading Psychology, 2023
This is the second in series of studies designed to test direct and conditional effects of embedded cognitive practice in phonics instruction. Students identified in winter of kindergarten with minimal alphabet knowledge were randomly assigned to one of two conditions: explicit phonics (Plain) (n = 28) or explicit phonics with embedded cognitive…
Descriptors: Kindergarten, Young Children, Phonics, Reading Instruction
Cheryl Lundy Swift – ProQuest LLC, 2023
Problem Statement: As a result of the COVID-19 pandemic, students were negatively impacted academically and social-emotionally (Kuhfeld et al., 2020). Preexisting academic inequities were exacerbated, especially for students of color, students with disabilities, multilingual learners, and those from low-income backgrounds (Kuhfeld et al., 2022).…
Descriptors: Elementary School Students, Kindergarten, Young Children, Grade 3
Vadasy, Patricia F.; Sanders, Elizabeth A. – Grantee Submission, 2021
A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week.…
Descriptors: Beginning Reading, Reading Instruction, Phonics, Kindergarten
Kidd, Julie K.; McKnight, Patrick E.; Gallington, Debbie A.; Strauss, Lauren I.; Lyu, Hao; Lauritzen, Hans Christian; Choe, Jihyae; Holmberg, Courtney A.; Pasnak, Robert – Grantee Submission, 2021
Cognitive abilities, executive functions (EFs) and patterning, and simple measures of early literacy and mathematics were measured for 275 kindergartners during the second and third month of formal schooling. An exploratory factor analysis revealed four factors. The first was a literacy factor, to which a number series scale made a small…
Descriptors: Mathematics Skills, Reading Skills, Cognitive Ability, Kindergarten
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Rasinski, Timothy V.; Yates, Randy; Foerg, Kelly; Greene, Kelly; Paige, David; Young, Chase; Rupley, William – Education Sciences, 2020
The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually…
Descriptors: Instructional Effectiveness, Reading Instruction, Reading Fluency, Reading Achievement
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Bøg, Martin; Dietrichson, Jens; Isaksson, Anna A. – Journal of Educational Research, 2021
This study examined a literacy program that targeted students most at risk of reading difficulties in kindergarten and first grade of 12 Swedish schools. The program used multi-sensory learning methods that focused on phonological awareness and phonics, and was delivered during 10 weeks over 30-35 sessions by teachers in a one-to-one or one-to-two…
Descriptors: Multisensory Learning, Tutoring, Program Effectiveness, Cost Effectiveness
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Ok, Min Wook; Haggerty, Natalie; Whaley, Angeline – Reading & Writing Quarterly, 2021
This single case design study examined the effects of video modeling (VM) using an augmented reality iPad application on improving phonics skills of first-grade students who struggle with reading. Results indicated that all students made significant growth in their phonics performance and maintained the intervention gains for 5 weeks following the…
Descriptors: Instructional Effectiveness, Reading Instruction, Direct Instruction, Video Technology
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Dussling, Tess M. – Reading Psychology, 2020
This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the…
Descriptors: Early Intervention, Reading Difficulties, Emergent Literacy, Program Effectiveness
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What Works Clearinghouse, 2018
This document provides the following four tips for supporting reading skills for children ages K-3 at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences; (3) Help children sound out words smoothly; and (4) Model reading fluently by practicing reading out loud with your child.…
Descriptors: Reading Skills, Young Children, Family Environment, Parent Role
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What Works Clearinghouse, 2018
This document begins by providing four tips parents and care takers can use to supporting childrens' reading skills at home: (1) Have conversations before, during, and after reading together; (2) Help children learn how to break sentences into words and words into syllables; (3) Help children sound out words smoothly; and (4) Model reading…
Descriptors: Reading Skills, Young Children, Family Environment, Parent Role
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Gien, Elizabeth Claire; Nel, Norma – Participatory Educational Research, 2018
While prevailing research links language proficiency to fundamental literacy acquisition, research is, however, limited when language and literacy acquisition are simultaneous as is the case with young (4-6 years) English language learners (ELLs) in K1, K2 and Grade 1 who acquire first time literacy in an inclusive classroom and in a L2…
Descriptors: Foreign Countries, Young Children, English Language Learners, Limited English Speaking
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Raynolds, Laura B.; Uhry, Joanna K.; Brunner, Jessica – Reading and Writing: An Interdisciplinary Journal, 2013
The study compared the invented spelling of vowels in kindergarten native Spanish speaking children with that of English monolinguals. It examined whether, after receiving phonics instruction for short vowels, the spelling of native Spanish-speaking kindergartners would contain phonological errors that were influenced by their first language.…
Descriptors: Vowels, Invented Spelling, Bilingual Students, Kindergarten
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