This study examined the effects of a phonics supplemental small group instructional approach for improving kindergartners' word reading skills. Six kindergarten students from one primary school were randomly assigned to one of two groups. Each group participated in a phonics condition
as well as a control condition. Data were examined using visual analyses and comparison of mean outcomes, supplemented by qualitative observations. Results suggested the phonics instruction was effective at improving immediate word recognition compared to pre-test and control word performance.
However, many gains were lost by the one-week recall assessment, and individual variation in instructional response emerged. Limitations of the study, directions for future research, and implications for early childhood educators are discussed.
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Document Type: Research Article
September 1, 2013
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Reading Improvement publishes reports and creative theoretical papers dealing with every aspect of reading improvement, and at all levels of instruction. Articles dealing with encoding and decoding, special education, handwriting, art, and literature in relation to K-12 are included in the sphere of interest. Preference is given to manuscripts that promise better understanding of reading and for improving the reading process.
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