Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98, 508-528.
This study evaluated the effectiveness of phonics-based individual tutoring for kindergarten students at risk for reading disabilities. Paraeducators were trained to provide 18 weeks of instruction in phonemic and alphabetic skills. Teachers were asked in November to identify students who would benefit from added reading instruction, and students meeting eligibility criteria performed at pretest in the deficit or at-risk range on DIBELS subtests. Students were randomly assigned within schools to either supplemental tutoring or regular classroom reading instruction. There were no group differences at pretest on any reading measures, and at pretest, subjects averaged in the 10th-25th percentiles in receptive language, phonological awareness, and reading accuracy.
At posttest, treatment students significantly outperformed controls on measures of reading accuracy, reading efficiency, oral reading fluency, and developmental spelling. Treatment students had significantly higher linear growth rates in phonemic awareness and alphabetic knowledge. At a 1-year follow up, significant group differences remained in reading accuracy and efficiency.
Summarized by: Patricia Vadasy, August 2006
Last modified February 14 2008 11:23 AM
