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Roberts, Theresa A.; Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading Research Quarterly, 2019
In the study, the authors addressed two areas of inquiry: the influence of enlisting three underlying cognitive learning processes in alphabet learning, and order effects for letter name and letter sound instruction. Alphabet instruction was designed to enlist paired-associate learning (PAL) only, PAL plus orthographic learning, or PAL plus…
Descriptors: Preschool Children, Alphabets, Cognitive Processes, Associative Learning
Dussling, Tess M. – Literacy Research and Instruction, 2018
While the research on effective early reading interventions for English language learners is expanding, the majority of the research focuses on students whose native language is Spanish. This study investigated the effects of a supplemental reading program that builds phoneme awareness skills and emphasizes explicit instruction in the alphabetic…
Descriptors: English Language Learners, Instructional Effectiveness, Supplementary Education, Reading Instruction
Huennekens, Mary Ellen; Xu, Yaoying – Early Child Development and Care, 2016
This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to…
Descriptors: Reading Skills, Emergent Literacy, Reading Instruction, Phonological Awareness
Shamir, Haya; Yoder, Erik; Pocklington, David; Feehan, Kathryn – Journal of Educational Multimedia and Hypermedia, 2018
This study investigates the impact of using an adaptive computer-assisted instruction (CAI) program in early childhood education. The Waterford Early Reading Program (ERP) is a CAI program that was assigned to kindergarten and first grade students in a school district in Texas for the 2015-2016 school year. The Texas Primary Reading Inventory…
Descriptors: Computer Assisted Instruction, Early Childhood Education, Reading Programs, Kindergarten
Ladd, Melissa – ProQuest LLC, 2016
This study strived to determine the effectiveness of the AR phonics program relative to the effectiveness of the scripted phonics program for developing the letter identification, sound verbalization, and blending abilities of kindergarten students considered at-risk based on state assessments. The researcher was interested in pretest and posttest…
Descriptors: Simulated Environment, Simulation, Phonics, Scripts
Higgins, Edel; Fitzgerald, Johanna; Howard, Siobhán – Educational Psychology in Practice, 2015
Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption…
Descriptors: Reading Programs, Program Evaluation, Intervention, Reading Instruction
Valbuena, Amanda Carolina – GIST Education and Learning Research Journal, 2014
To develop reading acquisition in an effective way, it is necessary to take into account three goals during the process: automatic word recognition, or development of phonemic awareness, reading comprehension, and a desire for reading. This article focuses on promoting phonemic awareness in English as a second language through a program called…
Descriptors: Teaching Methods, Phonemic Awareness, English (Second Language), Phonics
Tracey, Louise; Chambers, Bette; Bywater, Tracey; Elliott, Louise – Education Endowment Foundation, 2016
The SPOKES (Supporting Parents on Kids Education in Schools) programme is a ten-week intervention for parents designed to help struggling readers in Year 1. The programme teaches parents strategies to support their children's reading such as listening to children read, pausing to let them work out words, and praising them when they concentrate and…
Descriptors: Parent Education, Parents as Teachers, Reading Instruction, Reading Difficulties
Burton, Rivka – ProQuest LLC, 2013
Many students with cognitive impairments are not afforded the opportunity to develop their potential as readers. A review of the literature reveals that few researchers have evaluated the effects of phonics instruction on the reading skills of students with cognitive impairments. The purpose of this study was to test the effectiveness of a…
Descriptors: Mnemonics, Phoneme Grapheme Correspondence, Alphabets, Teaching Methods
Shaw, Donita Massengill – Early Childhood Education Journal, 2011
The purpose of this study was to evaluate the effect of two handwriting approaches, D'Nealian and Sunform, on kindergartners' letter formations. Forty-one participants received D'Nealian handwriting instruction as the control group; 133 kindergartners were instructed in Sunform as the experimental approach. Pre-post tests at the beginning and end…
Descriptors: Control Groups, Handwriting, Alphabets, Orthographic Symbols
D'Agostino, Jerome V.; Rodgers, Emily; Harmey, Sinéad; Brownfield, Katherine – Journal of Early Childhood Literacy, 2016
There is a critical need, according to national policy statements in the United States, to integrate information and communication technologies into instruction, and yet research about the effect of such integration on the literacy learning of at-risk populations is scant. In addition, barriers exist that prevent teachers from realizing the goal…
Descriptors: Handheld Devices, Computer Oriented Programs, Information Technology, Technical Education
Piasta, Shayne B.; Purpura, David J.; Wagner, Richard K. – Reading and Writing: An Interdisciplinary Journal, 2010
Preschool-aged children (n = 58) were randomly assigned to receive small group instruction in letter names and/or sounds or numbers (treated control). Alphabet instruction followed one of two approaches currently utilized in early childhood classrooms: combined letter name and sound instruction or letter sound only instruction. Thirty-four 15…
Descriptors: Small Group Instruction, Alphabets, Orthographic Symbols, Phonological Awareness
Vera, Debbie – Journal of Early Childhood Literacy, 2011
This study has focused on using the text associated with popular culture print to teach early literacy skills to pre-kindergarten students. This study examined whether explicitly using popular culture print to teach alphabet knowledge and print concepts increased the achievement of these skills. Data revealed an increase in the mean rank of the…
Descriptors: Experimental Groups, Urban Schools, Popular Culture, Alphabets
McMaster, Kristen L.; Han, Insoon; Coolong-Chaffin, Melissa; Fuchs, Douglas – Elementary School Journal, 2013
In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who…
Descriptors: Kindergarten, School Districts, Peer Teaching, Reading Achievement
Nelson, J. Ron; Sanders, Elizabeth A.; Gonzalez, Jorge – Journal of Research on Educational Effectiveness, 2010
The purpose of the current study was to test the efficacy of a supplemental phonological awareness focused intervention delivered by community-based paraeducators with preschool children (M = 4.73 years) in eight Head Start classrooms in the rural Midwest. Participating children were randomly assigned to small groups within classrooms, which were…
Descriptors: Disadvantaged Youth, Phonological Awareness, Preschool Children, Tutors
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