This study examined the effects of a phonics supplemental small group instructional approach for improving kindergartners' word reading skills. Six kindergarten students from one primary school were randomly assigned to one of two groups. Each group participated in a phonics condition as well as a control condition. Data were examined using visual…

As the ability to read proficiently is essential for success both in and out of the school setting, literacy has become an area of particular focus in today's classrooms. While recent assessments indicate that students are making progress in the area of reading (e.g., National Assessment of Educational Progress [NAEP], 2011), there continues to be…

The purpose of this research was to determine if reading specialist candidates improve the reading proficiency of their students through the use of digital, technology-based teaching techniques and materials. The candidates were certified teachers who provided individualized and small-group instruction to K-6 children while the candidates were…

Measures the relationship between developmental maturity of kindergartners and their performance on a reading readiness test. Finds no significant differences in reading readiness based on age or sex. (RS)

Suggests that maternal involvement occurring in an everyday setting is not related to kindergarten children's academic achievement. (FL)

Concludes that instruction in aural cloze improved kindergarten children's ability to supply words deleted from a story read to them. (FL)

Finds that the use of predictable Big Books in the classroom with primarily Native American and Hispanic kindergarten children and with children whose early experiences with books are limited is an effective way to develop reading skills. (RS)

This paper describes a study evolving out of a collaboration between university researchers, special educators, classroom teachers, speech pathologists, and division-level administrators who were responding to a call from provincial administrators concerned with meeting the needs of children with reading disabilities. The primary goal of the study…

Assesses kindergarten teachers' familiarity with and attitudes toward several emergent literacy concepts. Finds that less experienced teachers indicated greater familiarity with target concepts, as did teachers holding master's degrees. Finds that subjects least familiar with the concepts were more likely to serve as training teachers for…

Compares a structured phonics method with a child-centered language experience approach to teach beginning reading in kindergarten. Finds no difference in achievement between the two groups. Finds that children evidenced more motivation and social interaction related to language activities in the language experience approach. (KEH)