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Peer reviewedFoorman, Barbara R.; Francis, David J.; Fletcher, Jack M.; Mehta, Paras; Schatschneider, Christopher – Journal of Educational Psychology, 1998
First and second graders (n=285) received one of three types of classroom reading programs: (1) direct instruction in letter-sound correspondence; (2) less direct instruction in sound-spelling patterns; and (3) implicit instructions in the alphabetic code while reading connected text. Results show advantages of reading programs that emphasize…
Descriptors: Academic Failure, Comparative Analysis, Grade 1, Grade 2
Peer reviewedFoorman, Barbara R.; Chen, Dung-Tsa; Carlson, Coleen; Moats, Louisa; Francis, David J.; Fletcher, Jack M. – Reading and Writing: An Interdisciplinary Journal, 2003
Examines the extent to which curricular choice and incorporation of phonemic awareness (PA) into the kindergarten curriculum affects growth in kindergarten literacy skills and first-grade reading and spelling outcomes. Provides large-scale classroom support for findings on PA reported by the National Reading Panel. (SG)
Descriptors: Beginning Reading, Curriculum Design, Grade 1, Kindergarten
