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Direct linkSencibaugh, Joseph M.; Sencibaugh, Angela M. – Reading Improvement, 2015
The purpose of this study was to determine the efficacy of systematic explicit instruction of a questioning strategy for improving the text comprehension of middle school students. Specifically, the reading comprehension of six 8th grade students was investigated to determine whether the questioning strategy, QtA, lead to an increase in the…
Descriptors: Reading, Reading Comprehension, Middle School Students, Questioning Techniques
Download full textOslund, Eric L.; Hagan-Burke, Shanna; Simmons, Deborah C.; Clemens, Nathan H.; Simmons, Leslie E.; Taylor, Aaron B.; Kwok, Oi-man; Coyne, Michael D. – Journal of Learning Disabilities, 2017
This study examined the predictive validity of formative assessments embedded in a Tier 2 intervention curriculum for kindergarten students identified as at risk for reading difficulty. We examined when (i.e., months during the school year) measures could predict reading outcomes gathered at the end of kindergarten and whether the predictive…
Descriptors: Predictive Validity, Formative Evaluation, At Risk Students, Kindergarten
Christodoulou, Joanna A.; Cyr, Abigail; Murtagh, Jack; Chang, Patricia; Lin, Jiayi; Guarino, Anthony J.; Hook, Pamela; Gabrieli, John D. E. – Journal of Learning Disabilities, 2017
Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6-9) were randomly assigned to receive Lindamood-Bell's "Seeing Stars" program (n = 23) as an intervention or to a waiting-list control group (n = 24). Analysis…
Descriptors: Summer Programs, Early Intervention, Reading Programs, Reading Difficulties
Wolter, Julie A.; Dilworth, Valisa – Journal of Learning Disabilities, 2014
The purpose of this study was to examine the effectiveness of a multilinguistic intervention to improve reading and spelling in primary grade students who struggle with literacy. Twenty second-grade students with spelling deficits were randomly assigned to receive a multilinguistic intervention with a phonological and orthographic awareness…
Descriptors: Spelling, Morphology (Languages), Elementary School Students, Intervention
Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi Syuan; Bontempo, Daniel E. – Journal of Learning Disabilities, 2015
Early and accurate identification of children at risk for reading disabilities (RD) is critical for the prevention of RD within a response to intervention framework. In this study, we investigated the use of universal screening and progress monitoring for the early identification of RD in kindergarten children. A total of 366 children were…
Descriptors: Early Intervention, Reading Difficulties, Response to Intervention, Identification
Zipke, Marcy – First Language, 2016
The ability to flexibly approach the pronunciation of unknown words, or set "for variability", has been shown to contribute to word recognition skills. However, this is the first study that has attempted to teach students strategies for increasing their set for variability. Beginning readers (N = 15) were instructed to correct oral…
Descriptors: Pronunciation, Control Groups, Spelling, Word Recognition
Higgins, Edel; Fitzgerald, Johanna; Howard, Siobhán – Educational Psychology in Practice, 2015
Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption…
Descriptors: Reading Programs, Program Evaluation, Intervention, Reading Instruction
Tracey, Louise; Chambers, Bette; Bywater, Tracey; Elliott, Louise – Education Endowment Foundation, 2016
The SPOKES (Supporting Parents on Kids Education in Schools) programme is a ten-week intervention for parents designed to help struggling readers in Year 1. The programme teaches parents strategies to support their children's reading such as listening to children read, pausing to let them work out words, and praising them when they concentrate and…
Descriptors: Parent Education, Parents as Teachers, Reading Instruction, Reading Difficulties
Case, Lisa; Speece, Deborah; Silverman, Rebecca; Schatschneider, Christopher; Montanaro, Elizabeth; Ritchey, Kristen – Journal of Research on Educational Effectiveness, 2014
This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including…
Descriptors: Reading Instruction, Reading Failure, Response to Intervention, Control Groups
Jennifer P. Cheatham; Jill H. Allor; J. Kyle Roberts – Learning Disability Quarterly, 2014
This study examined the impact of independent practice of multiple-criteria text that targeted high-frequency words, decodability, and meaningfulness. Second-grade students, including at-risk students, were randomly assigned within classroom to a treatment group that read multiple-criteria text ("n" = 34), or contrast group that read…
Descriptors: Grade 2, Elementary School Students, Reading Skills, Drills (Practice)
Beecher, Larissa; Childre, Amy – Education and Training in Autism and Developmental Disabilities, 2012
This study evaluated the impact of a comprehensive reading program enhanced with sign language on the literacy and language skills of three elementary school students with intellectual and developmental disabilities. Students received individual and small group comprehensive reading instruction for approximately 55 minutes per session. Reading…
Descriptors: Reading Instruction, Reading Programs, Reading, Sign Language
H. Lee Swanson; Rollanda O'Connor – Journal of Learning Disabilities, 2009
The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with…
Descriptors: Reading Comprehension, Reading Fluency, Short Term Memory, Grade 2
