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Direct linkPatricia F. Vadasy; Elizabeth A. Sanders – Journal of Educational Psychology, 2010
This study tested the efficacy of supplemental phonics instruction for 84 low-skilled language minority (LM) kindergarteners and 64 non-LM kindergarteners at 10 urban public schools. Paraeducators were trained to provide the 18-week (January-May) intervention. Students performing in the bottom half of their classroom language group (LM and non-LM)…
Descriptors: Language Minorities, Spelling, Reading Fluency, Phonics
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2008
The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met…
Descriptors: Reading Difficulties, Reading Fluency, Phonological Awareness, At Risk Students
Geoffrey D. Borman; N. Maritza Dowling – Journal of Education for Students Placed at Risk, 2009
In this article, we report kindergarten student and teacher outcomes from a quasi-experimental evaluation of The Superkids, a systematic, phonics-based, comprehensive K-2 reading program. We recruited 23 kindergarten teachers to implement The Superkids program from a diverse, yet predominantly ethnic minority, group of classrooms from across the…
Descriptors: Reading Instruction, Reading Programs, Reading Achievement, Achievement Tests
Savage, Robert S.; Abrami, Philip; Hipps, Geoffrey; Deault, Louise – Journal of Educational Psychology, 2009
This study reports a randomized controlled trial evaluation of a computer-based balanced literacy intervention, ABRACADABRA (http://grover.concordia.ca/abra/version1/abracadabra.html). Children (N = 144) in Grade 1 were exposed either to computer activities for word analysis, text comprehension, and fluency, alongside shared stories (experimental…
Descriptors: Reading Comprehension, Listening Comprehension, Intervention, Reading Fluency
Peer reviewedRashotte, Carol A.; MacPhee, Kay; Torgesen, Joseph K. – Learning Disability Quarterly, 2001
This study evaluated the effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers (N=115) in small groups. Post-tests after program completion found the program resulted in significantly better phonological awareness, decoding, reading accuracy, comprehension, and spelling. Improved skills…
Descriptors: Decoding (Reading), Elementary Education, Instructional Effectiveness, Phonics
Peer reviewedMajsterek, David J.; Shorr, David N.; Erion, Virginia L. – Child Study Journal, 2000
Investigated the effect of developmentally appropriate literacy interventions integrated into circle time in a Head Start setting on the detection of rhyme by 4-5 year olds. Found that the group receiving phonological-awareness treatment performed better on a rhyme detection test than the semantic intervention group. (JPB)
Descriptors: Compensatory Education, Developmentally Appropriate Practices, Early Intervention, Educationally Disadvantaged
