The UPSTART Summer program is a federally funded i3 validation project that uses a computer-based program to maintain and develop the literacy skills of elementary school students in rural Utah during the summer months when school is out of session. Researchers used a quasi-experimental design to evaluate the impact of the program in forestalling…

This project tested the effects of adding instruction of trios of children in patterning, mathematics, early literacy, or social studies to ongoing instruction in kindergartens. Children were randomly assigned to trios which were randomly assigned to one of four kinds of instruction. A quarter of the trios received patterning instruction with a…

This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…

This study examines the effectiveness of minimally trained tutors providing a highly structured tutoring intervention for struggling readers. We screened students in Grades K-6 for participation in an after-school tutoring program. We randomly assigned those students not meeting the benchmark on a reading screening measure to either a tutoring…

The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

Five years of emergent literacy and literacy data from 2002 to 2007 were reviewed for first through third graders in a small, rural school in the Midwest. Forty first graders had received Reading Recovery services over that time span. Their scores on DIBELS were compared to 41 low average to average students. Subsequent placement in special…

This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals…

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in…