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Download full textGafoor, Kunnathodi Abdul; Remia, K. R. – Online Submission, 2013
The context of this paper is studies worldwide on influence of phonological factors in language development of children. Such studies reveal the significance of Phonological Awareness in development language skills: including, predictive value of phonological short-term memory for reading skills in Grade 1. This paper throws light on factors in…
Descriptors: Phonological Awareness, Alphabets, Reading Ability, Grade 1
Peer reviewed
Direct linkDunn, Michael W. – Learning Disabilities: A Multidisciplinary Journal, 2010
A debate exists in the research community about replacing the traditional IQ/achievement discrepancy method for learning disability identification with a "response-to-intervention model". This new assessment paradigm uses a student's level of improvement with small-group or individual programming to determine a possible need for…
Descriptors: Intervention, Learning Disabilities, Reading Failure, Disability Identification
Caywood-Rukas, Debra – ProQuest LLC, 2009
The purpose of this study is to determine the predictive validity of early literacy curriculum-based measurement on high-stakes reading tests administered in grades 3, 4 and 5. This study will examine curriculum-based measurement subtests kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) Letter-Naming Fluency (LNF) and 1st grade…
Descriptors: Curriculum Based Assessment, Reading Fluency, Early Reading, Grades (Scholastic)
D'angiulli, Amedeo; Siegel, Linda S.; Maggi, Stefania – Learning Disabilities Research and Practice, 2004
Socioeconomic gradients and growth-mixture model trajectories of word-reading achievement were examined from kindergarten to Grade 5 in all the children who entered kindergarten within a school district and started receiving literacy-intensive instruction from that point on. In kindergarten, the relationship between socioeconomic status (SES) and…
Descriptors: Grade 5, Kindergarten, Reading Failure, Literacy Education
McGee, Lea M. – Literacy Teaching and Learning, 2006
In this article I critique six quantitative studies of Reading Recovery and five reviews of Reading Recovery research published in Tier 1 research journals--journals accepted as having high levels of "expert scrutiny" through peer review. I also critique several quantitative research studies of Reading Recovery published in Tier 2…
Descriptors: School Restructuring, Reading Failure, Periodicals, Statistical Analysis
Schmitt, Maribeth Cassidy; Gregory, Anne E. – Literacy Teaching and Learning, 2005
The purpose of this study was to contribute to and strengthen previous work that examined the long-lasting effects of Reading Recovery in statewide efforts aimed at bolstering early literacy achievement and reducing early learning difficulties. Specifically, the study explored the literacy achievement of Reading Recovery participants whose series…
Descriptors: Reading Difficulties, Reading Failure, Prevention, Reading Programs
Ruhe, Valerie; Paula, Moore – ERS Spectrum, 2005
Reading Recovery is a short-term intervention for first-grade children with reading and writing difficulties. This longitudinal study investigated the performance of a cohort of 1998 Reading Recovery students on later literacy achievement as measured by the 2001 Grade 4 Maine Educational Assessment (MEA). The results showed that the average MEA…
Descriptors: Writing Difficulties, Early Intervention, Program Effectiveness, Grade 4
Schmitt, Maribeth Cassidy – Literacy Teaching and Learning, 2003
The purpose of this study was two-fold: (a) to explore the nature of elementary school children's metacognitive knowledge of strategies appropriate for before, during, and after reading; and (b) to determine whether children who had participated in Reading Recovery instruction in the first grade had similar understandings as their current third-…
Descriptors: Elementary School Students, Reading Failure, Reading Strategies, Metacognition
