Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction

Description:

A study of the effects of supplemental code-oriented tutoring on the literacy scores of below-average students, and an examination of variations in the effects by language minority status, classroom instruction time, and pretest measures of vocabulary, based on data from randomly assigned samples of 81 kindergarteners receiving only classroom instruction and 67 students receiving supplemental tutoring at 10 urban public schools

Resource Type:

Reports & Papers

Author(s):

Vadasy Patricia F.; Sanders Elizabeth A.

Funder(s):

United States. Department of Education

Country:

United States

Date Issued:

November 2010

Journal Title:

Journal of Educational Psychology

Volume Number:

102

Issue Number:

Page Range:

786-803

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.9. Early Literacy

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

ISSN:

1939-2176

Online

0022-0663

Paper

Peer Reviewed:

Yes

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