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Direct linkSchlesinger, Nora W.; Gray, Shelley – Annals of Dyslexia, 2017
The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of…
Descriptors: Multisensory Learning, Teaching Methods, Spelling, Reading Skills
Moussa, Wael; Koester, Emily – Reading Research Quarterly, 2022
Research has indicated that reading aloud to young students can enhance their foundational reading skills and their reading motivation, but such research has been lacking in African contexts. In this study, we assessed the efficacy of story read-aloud lessons in improving students' foundational reading skills in Nigeria. The experiment took place…
Descriptors: Story Reading, Oral Reading, Reading Aloud to Others, Reading Instruction
Kyle, Fiona; Kujala, Janne; Richardson, Ulla; Lyytinen, Heikki; Goswami, Usha – Reading Research Quarterly, 2013
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…
Descriptors: Literacy, Foreign Countries, Control Groups, Phonemes
Apel, Kenn; Diehm, Emily – Journal of Learning Disabilities, 2014
We investigated the efficacy of a morphological awareness intervention on the morphological awareness and reading skills of students from low-socioeconomic-status homes; we also examined whether the intervention was similarly effective for intervention students who differed in their initial morphological awareness abilities. The 8-week…
Descriptors: Morphology (Languages), Emergent Literacy, Intervention, Kindergarten
Savage, Robert; Abrami, Philip C.; Piquette, Noella; Wood, Eileen; Deleveaux, Gia; Sanghera-Sidhu, Sukhbinder; Burgos, Giovani – Journal of Educational Psychology, 2013
This report describes a cluster randomized control trial (RCT) intervention study of the effectiveness of the ABRACADABRA (ABRA) Web-based literacy system using a classroom-level RCT intervention with 1,067 children in 74 kindergarten and Grade 1 or Grade 1/2 classrooms across Canada. The authors closely followed the CONSORT criteria for executing…
Descriptors: Foreign Countries, Educational Research, Research Design, Early Reading
Weiser, Beverly; Mathes, Patricia – Review of Educational Research, 2011
Although connectionist models provide a framework explaining how the decoding and encoding abilities work reciprocally to enhance reading and spelling ability, encoding instruction in today's schools is not a priority. Although a limited amount of high-quality experimental or control studies to date (N = 11) give empirical support to using direct,…
Descriptors: Elementary School Students, At Risk Students, Reading Difficulties, Spelling
