Two-Year Follow-Up of a Kindergarten Phonics Intervention for English Learners and Native English Speakers: Contextualizing Treatment Impacts by Classroom Literacy Instruction

The current study follows a sample of lower skilled language minority (LM) and native English-speaking (non-LM) students who participated in an efficacy trial of a kindergarten phonics-based intervention. Follow-up procedures allowed 93% of the original sample to be retained for simple treatment eff...

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Veröffentlicht in:	Journal of educational psychology 2012-11, Vol.104 (4), p.987-1005
Hauptverfasser:	Vadasy, Patricia F, Sanders, Elizabeth A
Format:	Artikel
Sprache:	eng
Schlagworte:	Biological and medical sciences Classroom Environment Educational psychology Elementary School Students English Instruction English language English Language Learners Female Followup Studies Foreign Language Learning Fundamental and applied biological sciences. Psychology Grade 1 Grade 2 Gray Oral Reading Test Human Intervention Kindergarten Kindergarten students Kindergartens Language Arts Education Literacy Longitudinal Studies Male Medical sciences Native Speakers Outcomes of Education Phonics Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopathology. Psychiatry Pupil and student. Academic achievement and failure Reading Education Reading Instruction Special education. Orthophony Students Teaching Teaching methods Time on Task Treatments Wide Range Achievement Test Woodcock Reading Mastery Test Revised Word Study Skills
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