We examined the degree to which child, family, and treatment variables predicted treatment outcomes for reading and math achievement and oppositional behavior in a sample of 135 young children (105 boys and 30 girls). All of the participants met "Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision"…

This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary students. Findings from seven randomized control trials and quasi-experimental studies undertaken in a variety of contexts across Canada, Australia and Kenya…

This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…

Summer setback, which is defined as a decline in academic achievement over the summer months, occurs in many academic areas but seems especially problematic in reading. We assessed students from a midwestern parochial school serving predominantly students from a low--socioeconomic status background for their reading achievement before they left…

Despite the emerging evidence base on response to intervention, there is limited research regarding how to effectively use progress-monitoring data to adjust instruction for students in Tier 2 intervention. In this study, we analyzed extant data from a series of randomized experimental studies of a kindergarten supplemental reading intervention to…

This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

A 7-month study of 178 students in grades 1-4 at two Blue Ribbon schools compared two daily 20-minute treatments. Eighty-eight students used the 2000-2001 version of Project LISTEN's Reading Tutor (www.cs.cmu.edu/~listen) in 10-computer labs, averaging 19 hours over the course of the year. The Reading Tutor served as a computerized implementation…

Although phonological awareness (PA) is an essential preliteracy skill with well-established predictive validity for elementary school reading success, previous research indicates that PA intervention does not demonstrate long term effects on reading. The theory of automaticity was the underlying foundation used to understand the importance of…

The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations…

As the ability to read proficiently is essential for success both in and out of the school setting, literacy has become an area of particular focus in today's classrooms. While recent assessments indicate that students are making progress in the area of reading (e.g., National Assessment of Educational Progress [NAEP], 2011), there continues to be…

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…

This research is motivated by an analysis of reading research data. We are interested in modeling the test outcome of ability to fluently recode letters into sounds of kindergarten children aged between 5 and 7. The data showed excessive zero scores (more than 30% of children) on the test. In this dissertation, we carefully examine the models…

In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…

Exploring the relationship between early oral reading fluency ability and reading comprehension achievement among an ethnically and racially diverse sample of young learners from low-income families, attending elementary school within a large public school district in southeast Florida is the purpose of this longitudinal study. Although many…

Decodable books based on previous classroom instruction are the most frequently used texts for 1st grade reading instruction in public schools, yet no empirical studies exist demonstrating their efficacy or their benefits for beginning readers. This study attempts to address this gap in the research literature by analyzing the reading behaviors of…