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Piloting an Approach to Family-Implemented Decoding Instruction for Kindergarten-Aged Children

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Title: Piloting an Approach to Family-Implemented Decoding Instruction for Kindergarten-Aged Children
Language: English
Authors: Colby Hall (ORCID 0000-0002-0779-1322), Katlynn Dahl-Leonard, Garrett J. Roberts, Philip Capin, Delanie Peacott, Lauren Thayer (ORCID 0000-0003-1979-3832), Kristin Conradi Smith
Source: Grantee Submission. 2025 75:122-132.
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305B210008
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Adult Education
Descriptors: Kindergarten, Parents, Parents as Teachers, Parent Background, Parent Education, Educational Attainment, Parent Participation, Reading Skills, Reading Instruction, Home Study, Early Intervention, Word Recognition, Decoding (Reading), Emergent Literacy, Fidelity, Program Development, Program Effectiveness, Program Implementation, Parent Attitudes
Geographic Terms: Virginia
DOI: 10.1016/j.ecresq.2025.02.011
ISSN: 0885-2006
Abstract: Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to evaluate the effects of a family-implemented decoding instructional approach that was designed to "launch" young children into reading. We also measured the extent to which family members were able to implement instruction with fidelity and their perceptions about the appropriateness, feasibility, and acceptability of procedures and materials. The Launch into Reading intervention produced moderate to large effects, on average, on decoding outcomes for kindergarten-aged children. On average, participating families were able to implement the intervention with fidelity. Family members reported a high degree of satisfaction with intervention materials and procedures. Results suggest the need for additional supports for individuals who are having difficulty implementing with fidelity and for children who need more practice to learn letter-sound correspondences and use phonics knowledge to decode words. Still, this relatively simple home-based intervention shows initial evidence of promise.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED671999
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Piloting an Approach to Family-Implemented Decoding Instruction for Kindergarten-Aged Children
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Colby+Hall%22">Colby Hall</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0779-1322">0000-0002-0779-1322</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katlynn+Dahl-Leonard%22">Katlynn Dahl-Leonard</searchLink><br /><searchLink fieldCode="AR" term="%22Garrett+J%2E+Roberts%22">Garrett J. Roberts</searchLink><br /><searchLink fieldCode="AR" term="%22Philip+Capin%22">Philip Capin</searchLink><br /><searchLink fieldCode="AR" term="%22Delanie+Peacott%22">Delanie Peacott</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+Thayer%22">Lauren Thayer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1979-3832">0000-0003-1979-3832</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristin+Conradi+Smith%22">Kristin Conradi Smith</searchLink>
– Name: TitleSource
  Label: Source
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2025 75:122-132.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
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  Label: Contract Number
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  Data: R305B210008
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Parents+as+Teachers%22">Parents as Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Background%22">Parent Background</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Education%22">Parent Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Participation%22">Parent Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Home+Study%22">Home Study</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Emergent+Literacy%22">Emergent Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Virginia%22">Virginia</searchLink>
– Name: DOI
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  Data: 10.1016/j.ecresq.2025.02.011
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0885-2006
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although phonics knowledge and decoding skill are important for academic and life success, there is little research that examines the effects of home-based, family-implemented instruction on the development of these early literacy skills. The purpose of this multiple baseline across participants single case experimental design study was to evaluate the effects of a family-implemented decoding instructional approach that was designed to "launch" young children into reading. We also measured the extent to which family members were able to implement instruction with fidelity and their perceptions about the appropriateness, feasibility, and acceptability of procedures and materials. The Launch into Reading intervention produced moderate to large effects, on average, on decoding outcomes for kindergarten-aged children. On average, participating families were able to implement the intervention with fidelity. Family members reported a high degree of satisfaction with intervention materials and procedures. Results suggest the need for additional supports for individuals who are having difficulty implementing with fidelity and for children who need more practice to learn letter-sound correspondences and use phonics knowledge to decode words. Still, this relatively simple home-based intervention shows initial evidence of promise.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
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  Data: ED671999
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED671999
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      – Type: doi
        Value: 10.1016/j.ecresq.2025.02.011
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 122
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Parents as Teachers
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      – SubjectFull: Parent Background
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Home Study
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      – SubjectFull: Early Intervention
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      – SubjectFull: Decoding (Reading)
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      – SubjectFull: Emergent Literacy
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      – SubjectFull: Fidelity
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      – SubjectFull: Parent Attitudes
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      – SubjectFull: Virginia
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    Titles:
      – TitleFull: Piloting an Approach to Family-Implemented Decoding Instruction for Kindergarten-Aged Children
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