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.

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Peer reviewed

ERIC Number: EJ638740

Record Type: Journal

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

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

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/82926

IES Cited: ED540394; ED504264