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Direct linkCavallo, Fernando – ProQuest LLC, 2012
The current study was completed through a retrospective analysis of school records of elementary school students in the Northeast Region of the Philadelphia School District (PSD) who have participated in the Fast ForWord (FFW) Language program. The data requested from student records included: demographic information (e.g., gender, grade, age,…
Descriptors: Student Records, Program Effectiveness, Intervention, Reading Programs
Peer reviewedVolpe, Robert J.; Burns, Matthew K.; DuBois, Matthew; Zaslofsky, Anne Follen – Psychology in the Schools, 2011
The profound consequences of early reading failure necessitate the provision of early literacy interventions to struggling readers. Many schools struggle, however, to address early reading difficulties because of insufficient human resources. Accordingly, the present study investigated the effectiveness of incremental rehearsal (IR) as a Tier 3…
Descriptors: Reading Difficulties, Intervention, Early Reading, Reading Failure
Allor, Jill H.; Mathes, Patricia G.; Roberts, J. Kyle; Jones, Francesca G.; Champlin, Tammi M. – Education and Training in Autism and Developmental Disabilities, 2010
The primary purpose of our research was to determine if a comprehensive, phonics-based, direct instruction reading program would be effective in teaching early reading and language skills to students with moderate intellectual disabilities (ID). Participants were 28 elementary students from 10 public schools in an urban school district and one…
Descriptors: Urban Schools, Intervention, Phonics, Early Reading
Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki – Exceptionality, 2011
Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…
Descriptors: Early Intervention, Early Reading, Phonemic Awareness, Followup Studies
Foorman, Barbara R.; York, Mary; Santi, Kristi L.; Francis, David – Reading and Writing: An Interdisciplinary Journal, 2008
This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers…
Descriptors: Urban Schools, Reading Difficulties, Rural Schools, Mentors
Kamps, Debra M.; Wills, Howard P.; Greenwood, Charles R.; Thorne, Stephanie; Lazo, Junelyn F.; Crockett, Jennifer L.; Akers, Judy McGonigle; Swaggart, Brenda L. – Journal of Direct Instruction, 2004
This study applied an early screening approach to determine the risk status of children in 5 urban schools and monitor their patterns of reading growth over 3 years. A majority of students were from culturally diverse and low-SES backgrounds. Two validated instruments were used for determining (a) academic risk (the Dynamic Indicators of Basic…
Descriptors: Grade 2, Early Reading, Kindergarten, Urban Schools
