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An analysis of phonological awareness instruction in four kindergarten basal reading programs

Smith, S.; Simmons, D.; Gleason, M.; Kameenui, E.; Baker, S.; Sprick, M.; Gunn, B.; Thomas, C.; Chard, D.; Plasencia-Peinado, J.; Peinado, R.
Abstract:
This study examined four basal reading programs at the kindergarten level in order to determine the adequacy of phonological awareness instruction for students at risk for learning difficulties. Authors analyzed the teacher’s manuals and coded phonological awareness activities in each program. Results indicated that all four basal reading programs were very similar in style of phonological awareness activities and instructional procedures. However, results also indicated variability in programs in terms of the number and range of phonological awareness examples. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2001
Main publication type:
DI Overview & Background
Subtype:
Article
Keywords:
reading; phonological awareness; Harcourt Brace Jovanovich; Houghton Mifflin; MacMillan McGraw-Hill; Scott Foresman
Source:
Reading & Writing Quarterly
Volume:
17
Pages:
25-50
Design type:
Other, Review
Fidelity monitored:
No
Students included:
Kindergarten students, at-risk students
Other tags:
Harcourt Brace Jovanovich, Houghton Mifflin, Macmillan McGraw-Hill, Scott Foresman
Location/Setting:
N/A
Hits: 4443

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