Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School
By Gunn, Barbara; Smolkowski, Keith; Biglan, Anthony; Black Carol; Journal of Special Education, Vol. 36, No. 2, pp. 69-79Publication Date: Summer 2002
Article describing a follow-up study that experimentally evaluated the effects of supplemental reading instruction for children in kindergarten through grade three. Students from 10 elementary schools in 3 school districts were screened using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The DIBELS features a Letter Naming Fluency (LNF) task that measures the speed and accuracy with which students identify letter names during a one-minute period. The LNF score is reported as the number of letters named correctly per minute. The DIBELS uses a similar rating system to measure student's abilities to break words apart into sounds and to measure phonological awareness. The participants were 256 students from kindergarten to second grade. At the end of a two-year intervention, children who received the supplemental instruction performed better on measures of word attack, word identification, oral reading fluency, vocabulary, and reading comprehension.
Published by: Sage Publications (Website:http://www.sagepub.com)
Division for Research of The Council for Exceptional Children (CEC-DR) (Web Site: http://www.cecdr.org )
Link to text: http://sed.sagepub.com/cgi/content/abstract/36/2/69
