Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School

By Barbara Gunn, K. Smolkowski, A. Biglan, C. Black. 2002

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Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, result): “The studies by Gunn et al. (2000, 2002) and Stuart (1999) suggest that systematic instruction in phonics produces positive outcomes in word reading, although smaller effect sizes compared to similar interventions for non-LM students.”
Standards of Evidence: Criteria for Efficacy, Effectiveness and Dissemination (2005, background): “…violence and delinquency (Flannery et al., 2003), tobacco, alcohol, and other drug use (Biglan et al., 2004; Botvin et al., 1995), reading failure (Gunn et al., 2002), risky sexual behavior (Kelly et al., 1997), injury and accident prevention (Edgerton et al., 2004; O’Malley & Wagenaar, 1991) and…”
Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students (2004, background): “…on English reading instruction for ELLs, including direct instruction in English phonology with opportunities to apply skills in connected text (Gunn et al., 2000, 2002), focusing instruction on phonic elements that differ between the students' first and second languages (Fashola et al., 1996;…”