Literacy is a fundamental to all areas of learning. Early reading experiences prior to elementary school and kindergarten years are critical factors for later reading success. This study evaluated the effect Direct Instruction® reading procedures vs. Scholastic Early Childhood Program® reading procedures on the production of letter names, letter sounds, CV and CVC blends by preschool-aged students in a Head Start program. Results showed the intervention group improved in all areas, while the control group improved only in letter naming and letter sounds. This study discusses reading as a behavioral cusp as well as limitations, and recommendations for future research.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc10985 |
| Date | 05 1900 |
| Creators | Osley, Kristin R. |
| Contributors | Ellis, Janet, Mehta, Smita, Estes, Mary |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Osley, Kristin R., Copyright is held by the author, unless otherwise noted. All rights reserved. |
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