Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Control Groups | 2 |
| Phonics | 2 |
| Reading Instruction | 2 |
| Decoding (Reading) | 1 |
| English (Second Language) | 1 |
| Grade 1 | 1 |
| High Risk Students | 1 |
| Instructional Effectiveness | 1 |
| Intervention | 1 |
| Kindergarten | 1 |
| Language Minorities | 1 |
| More ▼ | |
Author
| Elizabeth A. Sanders | 1 |
| Jenkins, Joseph R. | 1 |
| Patricia F. Vadasy | 1 |
| Peyton, Julia A. | 1 |
| Sanders, Elizabeth A. | 1 |
| Vadasy, Patricia F. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Grade 1 | 1 |
| Kindergarten | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards with or without Reservations | 2 |
Peer reviewed
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
Jenkins, Joseph R.; Peyton, Julia A.; Sanders, Elizabeth A.; Vadasy, Patricia F. – Scientific Studies of Reading, 2004
At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons,…
Descriptors: Grade 1, Tutoring, Story Reading, Phonics
