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

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Peer reviewed

ERIC Number: EJ611322

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4669

EISSN: N/A

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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

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/64724

IES Cited: ED497258; ED560820

Author Affiliations: N/A