Stockard, Jean2023-04-122023-04-122009-03https://hdl.handle.net/1794/2818452 pagesThis paper reports the results of a study that employed a pretest-posttest control group design to examine the relationship of instruction in Funnix Beginning Reading to the development of beginning reading skills. Thirty-seven four year old Head Start students in a suburban area of the southern United States were randomly assigned to receive 30 minutes of daily instruction in Funnix or the same amount of time in additional instruction in their regular Language Arts program. Students came from six different classrooms. All instruction for students in the Control group was provided by their classroom teachers and teaching assistants. Instruction for the Experimental group was provided by high school aged tutors who received six hours of training before beginning their work with the students and had on-site supervision from a certified teacher during the tutoring sessions. All students were from low income families. Almost half (n=18) of the students were racial-ethnic minorities, and over a quarter (10/37) were from homes with a language other than English was primarily used.enCreative Commons BY-NC-ND 4.0-USPretest-posttestDynamic Indicators of Basic Early Literacy Skills (DIBELS)Technical ReportTechnical Report