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

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

Resource Type:

Reports & Papers

Author(s):

Vadasy Patricia F.; Sanders Elizabeth A.

Funder(s):

Institute of Education Sciences (U.S.)

Country:

United States

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