The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school
The efficacy of supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school
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DOI：
10.1177/002246690003400204
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发表时间：
2000-06-01
影响因子：
2
通讯作者：
Ary, D
中科院分区：
文献类型：
--
作者：
Gunn, B;Biglan, A;Ary, D
本文讨论了一项实验性的研究，评估了幼儿园到三年级学生阅读补充教学的效果。使用基本早期识字技能的动态指标（DIBELS）和口语阅读流畅性的措施，256名学生在幼儿园到二年级（158西班牙裔，98非西班牙裔）进行了筛选。然后，学生们被随机分配接受或不接受补充阅读指导，重点是语音意识和解码技能。阅读技能在参与的第一年的秋季进行评估，并在第1年和第2年的春季再次进行评估（第2次和第3次）。接受补充阅读指导的儿童在时间2的单词攻击技能和单词攻击方面表现得更好。时间3的单词识别、口语阅读流畅性、词汇量和阅读理解。西班牙裔学生的英语水平或学生的性别或年级的函数的教学效果没有差异。
This article discusses a study that experimentally evaluated the effects of supplemental instruction in reading for students in kindergarten through Grade 3. Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and a measure of oral reading fluency, 256 students in kindergarten through second grade (158 Hispanic, 98 non-Hispanic) were screened. Students were then randomly assigned to receive or not receive supplemental reading instruction focused on phonological awareness and decoding skills. Reading skill was assessed in the fall of the first year of participation and again in the spring of Years 1 and 2 (Times 2 and 3). Children who received the supplemental reading instruction performed significantly better on measures of word attack skills at Time 2 and on measures of word attack. word identification, oral reading fluency, vocabulary, and reading comprehension at Time 3. There were no differences in the effectiveness of instruction as a function of Hispanic students' level of English proficiency or as a function of student gender or grade.