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Article: The Efficacy of Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School.(Statistical Data Included)
- Article from:
- The Journal of Special Education
- Article date:
- June 22, 2000
- Author:
CopyrightCOPYRIGHT 2000 Pro-Ed. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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This article discusses a study that experimentally evaluated the effects of supplemental instruction in reading for students in kindergarten through Grade 3. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a measure of oral reading fluency, 256 students in kindergarten through second grade (158 Hispanic, 98 non-Hispanic) were screened. Students were then randomly assigned to receive or not receive supplemental reading instruction focused on phonological awareness and decoding skills. Reading skill was assessed in the fall of the first year of participation and again in the spring of Years 1 and 2 (Times 2 and 3). Children who received the ...
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