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Peer reviewed
Direct linkVadasy, Patricia F.; Sanders, Elizabeth A. – Reading Psychology, 2016
This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…
Descriptors: Phonology, Vocabulary Development, Teaching Methods, Direct Instruction
Griffin, Crystal; Joseph, Laurice M. – Reading Psychology, 2015
Variations of supplemental flashcard drill and practice instructional procedures (i.e., massed practice and interspersal presentation arrangements of words) were examined for six kindergartners who struggled making letter-sound correspondences. Findings revealed that the children demonstrated the highest learning rates when the presentation…
Descriptors: Instructional Materials, Visual Aids, Drills (Practice), Teaching Methods
Macaruso, Paul; Rodman, Alyson – Reading Psychology, 2011
Two studies examined the efficacy of using computer-assisted instruction (CAI) to supplement a phonics-based reading curriculum for preschoolers and kindergartners in an urban public school system. The CAI programs provided exercises in phonological awareness and basic phonics skills. We compared treatment classes using CAI with control classes…
Descriptors: Phonics, Computer Assisted Instruction, Phonological Awareness, Scores
The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children
Macaruso, Paul; Walker, Adelaide – Reading Psychology, 2008
We examined the benefits of computer-assisted instruction (CAI) as a supplement to a phonics-based reading curriculum for kindergartners in an urban public school system. The CAI program provides systematic exercises in phonological awareness and letter-sound correspondences. Comparisons were made between children in classes receiving a sufficient…
Descriptors: Beginning Reading, Computer Assisted Instruction, Phonological Awareness, Pretests Posttests
