Abstract
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.
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