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Peer reviewedFuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E. – Exceptional Children, 2002
A study explored the effectiveness and feasibility of phonological awareness (PA) training with and without beginning decoding components for 25 kindergartners with disabilities in inclusive schools. Students with special needs participating in PA with beginning decoding instruction did better than those just receiving PA and controls. (Contains…
Descriptors: Beginning Reading, Decoding (Reading), Disabilities, Elementary Education
Peer reviewedVadasy, Patricia F.; Jenkins, Joseph R.; Pool, Kathleen – Journal of Learning Disabilities, 2000
Twenty-three first-graders at risk for learning disabilities received one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, explicit decoding, writing, spelling, and reading phonically controlled text. Participants significantly outperformed controls…
Descriptors: At Risk Persons, Decoding (Reading), Early Intervention, Grade 1
Download full textTorgesen, Joseph; Myers, David; Schirm, Allen; Stuart, Elizabeth; Vartivarian, Sonya; Mansfield, Wendy; Stancavage, Fran; Durno, Donna; Javorsky, Rosanne; Haan, Cinthia – National Center for Education Evaluation and Regional Assistance, 2006
According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs…
Descriptors: Program Effectiveness, Grade 5, Grade 4, Grade 3
Peer reviewedByrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991
A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)
Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups
