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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 2002. The length of the article is 7523 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 2002. The length of the article is 7523 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: This study's purpose was to explore the effectiveness and feasibility of phonological awareness (PA) training with and without a beginning decoding component for kindergartners with disabilities in mainstream classrooms. Nineteen general educators, who taught at least one student with a disability, were assigned randomly within their schools to three groups: control, PA training, or PA training with beginning decoding instruction. Teachers in the two treatment groups conducted the treatments for about 20 weeks. Pre- and posttreatment data were collected on 25 children with disabilities. Statistical analyses indicated that the group of students with special needs participating in PA training with beginning decoding instruction did better than the other two groups. However, many children, including many of those in the most effective treatment, did not improve their reading skills.

Citation Details
Title: Exploring the importance of reading programs for kindergartners with disabilities in mainstream classrooms.
Author: Douglas Fuchs
Publication: Exceptional Children (Refereed)
Date: March 22, 2002
Publisher: Council for Exceptional Children
Volume: 68 Issue: 3 Page: 295(17)

Distributed by Thomson Gale

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