Two-year follow-up of a kindergarten phonics intervention for English learners and native English speakers: Contextualizing treatment impacts by classroom literacy instruction

Author(s): Vadasy, Patricia F.; Sanders, Elizabeth A.;
Date Issued: 2012
Description: A study of long term treatment effects of a kindergarten phonics intervention for language minority (LM) and non-LM students on students' literacy outcomes 2 years after kindergarten posttest, the unique contributions of average daily meaning and word study instruction on those effects, and an examination of the moderating influence of kindergarten pretest alphabetic knowledge and instructional time variables on the effects of treatment, based on data from 137 students who participated in the original experimental study
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Journal of Educational Psychology
Volume Number: 1-19
Issue Number:
Page Range:
Note: This resource is an online preprint (e-print) of a forthcoming article
Topics: Children & Child Development > Child Development & School Readiness > Early Literacy

Children & Child Development > Special Needs Children & Special Child Populations > Native Language

Programs, Interventions & Curricula > Interventions/Curricula > Early Literacy
Country: United States
ISSN: 0022-0663 Paper
1939-2176 Online
Peer Reviewed: yes
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