Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

We're currently experiencing issues with Research Areas not being categorized correctly. We're working on a solution and apologize for the inconvenience.

If you have difficulty locating publications you are looking for please see Tips for Using the Database.

Promoting Early Literacy of Preschool Children: A Study of the Effectiveness of Funnix Beginning Reading

Stockard, J.
Thirty-seven four year old Head Start students in a suburban area of the southern United States were randomly assigned to receive 30 minutes of daily instruction in Funnix or the same amount of time in additional instruction in their regular Language Arts program. Students came from six different classrooms. All instruction for students in the Control group was provided by their classroom teachers and teaching assistants. Instruction for the Experimental group was provided by high school aged tutors who received six hours of training before beginning their work with the students and had on-site supervision from a certified teacher during the tutoring sessions. All students were from low income families. Almost half (n=18) of the students were racial-ethnic minorities, and over a quarter (10/37) were from homes with a language other than English was primarily used. Pretesting before instruction began indicated that there were no significant differences between the two groups in beginning literacy skills. However, by winter and spring the students in the Funnix group had significantly higher scores on various DIBELS measures of beginning literacy, including accurate naming of letters (LNF), identifying the initial sounds of words (ISF), reading nonsense words (NWF), and separating words into phonemes (PSF). In the spring students in the Funnix group were also more likely to correctly answer any items on the Woodcock Reading Mastery Word Identification and Word Attack subtests and had significantly higher scores on two oral reading tests. Comparison of scores to established benchmarks indicate that the Funnix students were more likely than the students in the Control group to have acquired early reading skills related to later academic success. These results remained with statistical controls and with a reduced sample that individually matched students in the two groups on their fall test scores, gender, and race-ethnicity. The results also occurred among students who would be seen as at risk because of their racial-ethnic status and/or the language spoken in their home, as well as among other students. The effect sizes of differences between the Funnix group and Control group in the spring (Cohen’s d) ranged from .51 to 2.24, with an average value of 1.00. Effect sizes from scores obtained in the winter, partway through the school year, ranged from .72 to 1.55, with an average value of .88. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Funnix Beginning Reading; Head Start; DIBELS
National Institute for Direct Instruction, Technical Report 2009-1
Design type:
Pretest-posttest control group design with random assignment
Fidelity monitored:
Students included:
Other tags:
Funnix Beginning Reading, Head Start, DIBELS

Research Article Request Button newsite3

Upcoming Events

There are no up-coming events

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01