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Denton, Carolyn A.; Tamm, Leanne; Schatschneider, Christopher; Epstein, Jeffery N. – Scientific Studies of Reading, 2020
Many students with reading difficulties and disabilities (RD) also have Attention Deficit/Hyperactivity Disorder (ADHD). This randomized clinical trial compared the effects of ADHD treatment alone (medication, parent training), intensive reading intervention alone, and their combination on the reading fluency and comprehension of students with…
Descriptors: Outcomes of Treatment, Attention Deficit Hyperactivity Disorder, Reading Difficulties, Intervention
Brown, Amber L; Lee, Joohi – Journal of Early Childhood Research, 2017
The purpose of this study was to evaluate the efficacy of the Home Instruction for Parents of Preschool Youngsters program when implemented within Head Start programs by measuring children's language proficiency scores. Participants were kindergarteners concurrently enrolled in both a Head Start program and the Home Instruction for Parents of…
Descriptors: Parent Education, Preschool Children, Disadvantaged Youth, Kindergarten
Boston Foundation, 2016
This fifth annual "Boston Opportunity Agenda Report Card" provides the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures for school readiness, 3rd grade reading proficiency, 10th-grade academic proficiency, high school completion, dropout rates, college…
Descriptors: Kindergarten, Elementary Secondary Education, Postsecondary Education, Public Schools
Blanton, Morgan V. – ProQuest LLC, 2013
This dissertation utilized a mixed-methods, quasi-experimental design to investigate the impact of parent development on rising third graders' summer reading losses as measured by the difference in May and August oral reading fluency scores. Title I parents and students from three schools in a rural North Carolina school district participated in a…
Descriptors: Mixed Methods Research, Quasiexperimental Design, Parent Education, Grade 3
Spere, Katherine; Evans, Mary Ann – Infant and Child Development, 2009
The present study assessed 89 children in a short-term longitudinal study from Junior Kindergarten (age 4-5 years) through Grade 1 (age 6-7 years) using a variety of tests of emergent literacy. Children were assessed for reading skill (a composite of word recognition, decoding, and letter-sound knowledge), phonological awareness, and oral language…
Descriptors: Shyness, Oral Language, Phonological Awareness, Young Children