Promoting Early Literacy of Preschool Children: A Study of the Effectiveness of Funnix Beginning Reading
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Date
2009-03
Authors
Stockard, Jean
Journal Title
Journal ISSN
Volume Title
Publisher
National Institute for Direct Instruction (NIFDI)
Abstract
This 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.
Description
52 pages
Keywords
Pretest-posttest, Dynamic Indicators of Basic Early Literacy Skills (DIBELS), Technical Report