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Using Word Boxes as a Large Group Phonics Approach in a First Grade Classroom.
Peer reviewed Peer reviewed
Joseph, Laurice M. – Reading Horizons, 2000
Explores the effectiveness of "word boxes" phonics instruction on beginning first-grade children's word identification and spelling performance. Finds that children in the word boxes condition significantly outperformed children in a more traditional phonics condition. Indicates that word boxes lessons can be a viable phonics approach to…
Descriptors: Beginning Reading, Grade 1, Instructional Effectiveness, Literacy
The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School.
Peer reviewed Peer reviewed
Gunn, Barbara; Biglan, Anthony; Smolkowski, Keith; Ary, Dennis – Journal of Special Education, 2000
A study evaluated the effects of supplemental reading instruction for 256 students in kindergarten through Grade 3 (158 Hispanic). Children who received the supplemental reading instruction performed significantly better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension after 15 to 16…
Descriptors: Decoding (Reading), Early Identification, Early Intervention, Elementary Education