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

By Barbara Gunn, A. Biglan, K. Smolkowski, D. Ary. 2000

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/386b7e0b58af8624ec714bf9d094f31758138db5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

The Effectiveness of Reading Interventions for English Learners (2016, background): “Three studies employed paraprofessionals (Gunn et al., 2000; O’Connor et al., 2010; Vadasy & Sanders, 2010), and in three other studies, research assistants, undergraduates, or graduate students delivered the intervention (Begeny et al.”
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;…”
Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, background): “…et al., 2004; Linan-Thompson et al., 2003; Vaughn, Cirino, et al., 2006); letter–sound recognition (Vaughn, Cirino, et al., 2006); word attack (Gunn et al., 2000; Vaughn, Cirino, et al., 2006); word reading (Denton et al., 2004; Leafstedt et al., 2004; Vaughn, Cirino, et al., 2006); fluency…”
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “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.”
Developing Literacy in English Language Learners: Findings From a Review of the Experimental Research (2014, background): “Six studies found positive fluency outcomes for ELLs taught in small groups or one-on-one settings with tutors (Denton et al., 2008; Gunn et al., 2000; Gunn, Smolkowski, Biglan, & Black, 2002; Gunn, Smolkowski, Biglan, Black, & Blair, 2005; Kamps et al., 2007; VanWagenen, Williams, & McLaughlin,…”
Effective Reading Programs for Spanish-Dominant English Language Learners (ELLs) in the Elementary Grades (2012, background): “Programs of this kind focusing on phonics and language development have shown promise, especially the structured small group programs evaluated by Vaughn, Cirino, et al. (2006); Vaughn, Linan-Thompson, et al., (2006); Gunn et al. (2000); and Farver et al. (2009).”
Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention (2007, background): “…in an experimental-control group study of 122 kindergarten to third-grade Hispanic and non-Hispanic struggling readers, Gunn, Biglan, Smolowski, and Ary (2000) found that after two years of small-group instruction with Reading Mastery and Corrective Reading, the experimental group significantly…”
Predicting reading performance during the first and the second year of primary school (2004, background): “Most studies have shown that word reading ability and fluency predict subsequent reading comprehension (Perfetti, 1985; Juel et al., 1986; Adams, 1990; Juel, 1994; Gunn et al., 2000).”
Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006, background): “These studies (Denton et al., 2004; Gunn et al., 2000; Linan-Thompson et al., 2003) have in common the implementation of reading interventions in English with ELLs, use of interventions that teach phonics and word-level decoding in the context of active engagement with text and comprehension instruc”