NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Efficacy of Supplemental Phonics-Based Instruction for Low-Skilled Kindergarteners in the Context of Language Minority Status and Classroom Phonics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Patricia 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
Code-Oriented Instruction for Kindergarten Students at Risk for Reading Difficulties: A Replication and Comparison of Instructional Groupings
Peer reviewed Peer reviewed
Direct linkDirect link
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
Student and Teacher Outcomes of The Superkids Quasi-Experimental Study
Peer reviewed Peer reviewed
Direct linkDirect link
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
The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children
Peer reviewed Peer reviewed
Direct linkDirect link
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
Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms.
Peer reviewed Peer reviewed
Fuchs, 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
Improving the Generalization of Sound-Symbol Knowledge: Teaching Spelling to Kindergarten Children with Disabilities.
Peer reviewed Peer reviewed
O'Connor, Rollanda E.; Jenkins, Joseph R. – Journal of Special Education, 1995
This study tested whether the application and transfer of segmentation and letter knowledge to reading could be encouraged by teaching spelling alongside code-based reading instruction, with five matched pairs of kindergarten children with developmental delays. Spelling and word reading performance significantly improved for the experimental…
Descriptors: Beginning Reading, Decoding (Reading), Developmental Delays, Generalization