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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ611322
Record Type: CIJE
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School.
Gunn, Barbara; Biglan, Anthony; Smolkowski, Keith; Ary, Dennis
Journal of Special Education, v34 n2 p90-103 Sum 2000
A study evaluated the effects of supplemental reading instruction for 256 students in kindergarten through Grade 3 (158 Hispanic). Children who received the supplemental reading instruction performed significantly better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension after 15 to 16 months of instruction. (Contains extensive references.) (Author/CR)
Descriptors: Decoding (Reading), Early Identification, Early Intervention, Elementary Education, Hispanic Americans, Instructional Effectiveness, Minority Group Children, Primary Education, Reading Comprehension, Reading Difficulties, Reading Instruction, Vocabulary Development, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A