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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ638740
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial with Teachers as Program Implementers.
Fuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E.
Journal of Educational Psychology, v93 n2 p251-67 Jun 2001
Examined effectiveness and feasibility of phonological awareness training, with and without a beginning decoding component. Teachers were assigned randomly to three groups: control, phonological awareness training, and phonological awareness training with beginning decoding instruction and practice. Group differences were identified at the end of kindergarten and remained, although diminished, in the fall of the next year. (BF)
Descriptors: Beginning Reading, Decoding (Reading), Individual Differences, Instructional Effectiveness, Kindergarten, Reading Instruction, Reading Readiness, Reading Skills, Teaching Methods
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Phonological Awareness