Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms.

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: EJ643172

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

EISSN: N/A

Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms.

Fuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E.

Exceptional Children, v68 n3 p295-311 Spr 2002

A study explored the effectiveness and feasibility of phonological awareness (PA) training with and without beginning decoding components for 25 kindergartners with disabilities in inclusive schools. Students with special needs participating in PA with beginning decoding instruction did better than those just receiving PA and controls. (Contains references.) (CR)

Descriptors: Beginning Reading, Decoding (Reading), Disabilities, Elementary Education, Inclusive Schools, Instructional Effectiveness, Kindergarten, Phoneme Grapheme Correspondence, Phonics, Phonology, Reading Instruction, Reading Strategies

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 with Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/73651

IES Cited: ED502720

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