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Direct linkRoberts, Greg; Vaughn, Sharon; Fletcher, Jack; Stuebing, Karla; Barth, Amy – Reading Research Quarterly, 2013
This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year…
Descriptors: Response to Intervention, Reading Difficulties, Middle School Students, Grade 6
Download full textVaden-Kiernan, Michael; Caverly, Sarah; Bell, Nance; Sullivan, Kate; Fong, Carlton; Atwood, Erin; Borman, Geoffrey; Park, So Jung; Jones, Debra Hughes – SEDL, 2012
The Louisiana Striving Readers evaluation assessed the implementation and effectiveness of the Voyager "Passport Reading Journeys" (PRJ), a widely used supplemental literacy intervention for struggling adolescent readers that reflects the research-based practices recommended by the National Reading Panel (2000) and other more recent…
Descriptors: Program Effectiveness, Program Implementation, Fidelity, Grade 6
Mosley, Allen M. – 1997
A study determined the effectiveness of the "Direct Instruction" program on the reading achievement of sixth-grade students. "Direct Instruction," known as "Distar" in the 1960s, is a phonic-based method that uses scripted lesson plans engaging students to learn by memory and classroom responses. Subjects were 30…
Descriptors: Comparative Analysis, Grade 6, Instructional Effectiveness, Intermediate Grades
Dowdell, Tyrone – 1996
A study examined the effect of Direct Instruction (DI) on the reading achievement of sixth graders. Subjects were 72 Chicago Public School students, nearly 100% minority. In the school year of 1994-95 no students received DI. A sample of 30 students who performed poorly, with stanines of 1, 2, and 3 on the Iowa Tests of Basic Skills (ITBS) were…
Descriptors: Comparative Analysis, Grade 6, Instructional Effectiveness, Intermediate Grades
Harris, Mary B. – 1996
A study examined whether departmentalization affected the reading achievement of sixth-grade students attending a Chicago public school. A random sample of 30 students was chosen from a group of 53 who received instruction in a departmentalized program. A second random sample of 30 was selected from a total of 54 students who received instruction…
Descriptors: Classroom Techniques, Comparative Analysis, Departments, Educational Strategies
