The purpose of this quasi-experimental quantitative study was to determine whether the supplemental phonics program, Fundations, improved reading skills over time. Ehri's theory of orthographic mapping served as the theoretical framework for this study. Archival data from 254 second grade students who did, or did not, participate in the…

One-hundred-fourteen kindergarten through third-grade teachers from seven different schools were surveyed using "The Survey of Preparedness and Knowledge of Language Structure Related to Teaching Reading to Struggling Students." The purpose was to compare their definitions and application knowledge of language structure, phonics, and…

Within brief experimental analysis, assessment data are used to target interventions for struggling students. This use of assessment data aligns with prevention and early intervention frameworks, but popular measures are limited for this purpose because of issues with measuring improvement in short periods. Our study was a pilot comparison of two…

There is a lack of knowledge regarding reading development and predictors of reading development for Language Minority students (LMs) such as Asians. In particular, the research base is limited regarding the effectiveness of different reading instructional emphases for Asian LMs. The purpose of the present study was to examine whether language…

Findings are presented from a two-year longitudinal study involving the "Quick60 Foundation" programme for beginning readers. This programme is a 32 week whole-class literacy curriculum that systematically and explicitly teaches key early literacy skills. End of Year 2 literacy performances of students receiving this programme during…

"Open Court Reading©" is a reading program for grades K-6 published by McGraw-Hill Education that is designed to teach decoding, comprehension, inquiry, and writing in a three-part logical progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part…

With the push for adequate yearly progress (AYP), educators must find cost-effective strategies improve learning for all students. Tutoring has been found to be an effective strategy for improving students' learning. However, little research has been done to determine the influence of pre-service teachers as tutors. This quantitative,…

The study was implemented in the Title I Marinette School District using a randomized experimental design and parallel quasi experimental design spanning three grades 1-3 in 3 district elementary schools. The Remediation Plus Intervention is a multi-sensory, systematic synthetic phonics curriculum for all ages of students who struggle with…

We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…

Technical adequacy and information/cost return were examined for four early reading measures: the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), STAR Early Literacy (SEL), Group Reading Assessment and Diagnostic Evaluation (GRADE), and the Texas Primary Reading Inventory (TPRI). All four assessments were administered to the same…

The 2008-2009 Annual Reading First Progress Report reflects on the final year of implementation for Round I schools and the third full year of implementation for Round II schools. This report focuses on the effect that Reading First implementation has had on selected schools across Nebraska with a special focus on vulnerable populations: English…

There is considerable focus in public policy on screening children for reading difficulties. Sixty years of research have not resolved questions of what constructs assessed in kindergarten best predict subsequent reading outcomes. This study assessed the relative importance of multiple measures obtained in a kindergarten sample for the prediction…

Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read…

This study examines claims regarding the benefits of systematic and explicit phonics programs by comparing literature-based programs with commercial phonics-based programs to determine which best supports second grades' reading strategies and comprehension. Students in literature-based programs performed comparably in their use of graphophonics…

The present study replicated the original evaluation of the Howard Street tutoring model (Morris, Shaw, & Perney, Perney, 1990), an intervention for struggling readers in second and third grade. It also evaluated the effectiveness of supervised paraprofessionals (Title I aides) in delivering that tutorial. For an entire school year, teachers or…