ERIC Number: EJ1023470
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 37
Effects of Supplemental Small Group Phonics Instruction on Kindergartners' Word Recognition Performance
Noltemeyer, Amity L.; Joseph, Laurice M.; Kunesh, Claire E.
Reading Improvement, v50 n3 p121-131 Fall 2013
This study examined the effects of a phonics supplemental small group instructional approach for improving kindergartners' word reading skills. Six kindergarten students from one primary school were randomly assigned to one of two groups. Each group participated in a phonics condition as well as a control condition. Data were examined using visual analyses and comparison of mean outcomes, supplemented by qualitative observations. Results suggested the phonics instruction was effective at improving immediate word recognition compared to pre-test and control word performance. However, many gains were lost by the one-week recall assessment, and individual variation in instructional response emerged. Limitations of the study, directions for future research, and implications for early childhood educators are discussed.
Descriptors: Phonics, Small Group Instruction, Kindergarten, Word Recognition, Reading Instruction, Teaching Methods, Reading Skills, Comparative Analysis, Observation, Instructional Effectiveness, Recall (Psychology), Drills (Practice), Visual Aids, Instructional Materials, Intervention
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Authoring Institution: N/A