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Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers
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Gilbert, 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
Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial with Teachers as Program Implementers.
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Fuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E. – Journal of Educational Psychology, 2001
Examined effectiveness and feasibility of phonological awareness training, with and without a beginning decoding component. Teachers were assigned randomly to three groups: control, phonological awareness training, and phonological awareness training with beginning decoding instruction and practice. Group differences were identified at the end of…
Descriptors: Beginning Reading, Decoding (Reading), Individual Differences, Instructional Effectiveness
Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms.
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Fuchs, Douglas; Fuchs, Lynn S.; Thompson, Anneke; Al Otaiba, Stephanie; Yen, Loulee; Yang, Nancy J.; Braun, Mary; O'Connor, Rollanda E. – Exceptional Children, 2002
A study explored the effectiveness and feasibility of phonological awareness (PA) training with and without beginning decoding components for 25 kindergartners with disabilities in inclusive schools. Students with special needs participating in PA with beginning decoding instruction did better than those just receiving PA and controls. (Contains…
Descriptors: Beginning Reading, Decoding (Reading), Disabilities, Elementary Education
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity.
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Fuchs, Douglas; And Others – 1996
A classwide peer tutoring program in reading, implemented at 12 elementary and middle schools in three contiguous districts in the middle of a southern state, was evaluated for its effectiveness with three learner types: low achievers with disabilities, low achievers without disabilities, and learners of average achievement. Twenty teachers…
Descriptors: Academic Achievement, Disabilities, Elementary Education, Instructional Effectiveness