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Effectiveness of Explicit Phonological‐Awareness Instruction for At‐Risk English Learners
Author(s) -
Leafstedt Jill M.,
Richards Catherine R.,
Gerber Michael M.
Publication year - 2004
Publication title -
learning disabilities research and practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.018
H-Index - 21
eISSN - 1540-5826
pISSN - 0938-8982
DOI - 10.1111/j.1540-5826.2004.00110.x
Subject(s) - phonological awareness , psychology , reading (process) , mathematics education , intervention (counseling) , class (philosophy) , learning disability , phonology , response to intervention , special education , pedagogy , developmental psychology , linguistics , literacy , computer science , philosophy , artificial intelligence , psychiatry
This article examines the effects of intensive phonological‐awareness (PA) instruction for kindergarten English learners. One intact kindergarten class was provided 300 minutes of intensive instruction in PA. Results indicate that students who received intervention made significant growth in word reading when compared to a cohort of kindergarten students who received general kindergarten instruction. The article also discusses ability‐group differences in performance among high‐, middle‐, and low‐performing students and the implications of these findings for instructional practice.