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Direct linkGilbert, Jennifer K.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bouton, Bobette; Barquero, Laura A.; Cho, Eunsoo – Reading Research Quarterly, 2013
This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first-grade responsiveness-to-intervention prevention model. Struggling first-grade readers (n = 649) were screened and progress monitored at the start of the school year. Those identified as unresponsive to general education Tier 1 (n =…
Descriptors: Tutoring, Prevention, Intervention, Reading Instruction
Miller, Amanda C.; Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald; Kearns, Devin; Zhang, Wenjuan; Yen, Loulee; Patton, Samuel; Kirchner, Danielle Peterson – Journal of Research on Educational Effectiveness, 2014
The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first-grade and third-grade reading comprehension performance. Participants were 110 first-grade students identified as at risk for reading difficulties who received 20 weeks of intensive…
Descriptors: Attention, Longitudinal Studies, Reading, Reading Comprehension
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah; Allen, Shelley – Elementary School Journal, 1999
Developed and evaluated an explicit approach to teaching students to engage in elaborated help-giving during collaborative group work in reading. Found that grade level and treatment exerted statistically significant and practically sizable effects on the help that students provided their peers. (Author/LPP)
Descriptors: Cooperative Learning, Elementary Education, Grade 2, Grade 3
