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Gettinger, Maribeth – Journal of Research and Development in Education, 1986
This investigation was designed to address whether specific prereading skills are related to success in word recognition, regardless of instructional method. Half of the sample received prereading skills training, then the entire sample were taught word recognition by one of three methods. Results are discussed. (MT)
Descriptors: Early Childhood Education, Reading Instruction, Reading Readiness, Word Recognition
Peer reviewed Peer reviewed
O'Connor, Rollanda E.; And Others – Exceptional Children, 1993
Forty-seven children (ages 4-6) with language handicaps were assigned to receive training in 1 of 3 categories of phonological tasks (rhyming, blending, and segmenting) or a control group. Subjects made significant progress in each experimental category but demonstrated little or no generalization within a category or between categories.…
Descriptors: Beginning Reading, Generalization, Instructional Effectiveness, Intervention
Peer reviewed Peer reviewed
Foster, Kelli C.; And Others – Journal of Research and Development in Education, 1994
DaisyQuest is a computer program that teaches and provides practice in synthetic and analytic phonological skills. Researchers found young children trained on DaisyQuest had significantly greater phonological awareness gains than children without training. Children trained on a more developed version significantly outperformed a matched group on…
Descriptors: Computer Assisted Instruction, Courseware, Early Childhood Education, Kindergarten