NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 16 to 30 of 351 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Dilgard, Cortney; Hodges, Tracey S.; Coleman, Julianne – Reading Psychology, 2022
Stagnant standardized test scores keep literacy achievement at the forefront of national education discussions. Increased conversations about the science of reading have propelled investigations into different types of phonics instruction. However, questions still linger such as "Which strategies are most effective for which students?",…
Descriptors: Phonics, Reading Instruction, Emergent Literacy, Intervention
Mary Taylor-Porter – ProQuest LLC, 2024
The purpose of this experimental study was to examine the impact of English language learner (ELL) instructional extension strategies on African American K-2nd grade students with low-literacy proficiency. DIBELSO 8th edition literacy assessment for K-2nd grade was used to determine literacy proficiency during the study. The study included 74…
Descriptors: Extension Education, African American Students, Kindergarten, Grade 1
Mariann Lemke; Dan Murphy; Aaron Soo Ping Chow; Hayley Spencer; Angela Zhang – WestEd, 2023
Like many states, Massachusetts has intensified efforts in recent years to improve literacy outcomes, particularly in the early grades. Initiatives have focused on providing guidance and resources for implementing changes in curriculum, instruction, and additional screening and support for struggling students. In September 2022, the Board of…
Descriptors: Emergent Literacy, Screening Tests, Elementary Schools, Kindergarten
Jennifer McCallum-Clementson – ProQuest LLC, 2022
Numerous urban elementary schools have utilized reading intervention programs that provide remedial instruction to improve students' reading achievement levels. However, the success of these programs is contingent on the fidelity of implementation. Educators have long grappled with the best ways to support struggling readers, as they present with…
Descriptors: Elementary Education, Elementary Schools, Urban Schools, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Jiménez, Juan E.; Gutiérrez, Nuria; de León, Sara C. – Annals of Dyslexia, 2021
This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade school teachers. For this purpose, differences in reading performance growth were analyzed among at-risk students who received a Tier 2 intervention with high fidelity, at-risk students who received the…
Descriptors: Fidelity, Response to Intervention, Kindergarten, Elementary School Students
Peer reviewed Peer reviewed
Direct linkDirect link
Cohen-Mimran, Ravit; Yifat, Rachel; Banai, Karen – Journal of Research in Reading, 2021
Background: The relationship between rapid automatized naming (RAN) and reading has been examined extensively, but there is still a question as to the reason for the relationship. To reduce involvement of alphanumeric and vocabulary knowledge in RAN, and to possibly reduce phonological demands, researchers have suggested using the RAN sizes that…
Descriptors: Naming, Reading Processes, Reading Tests, Kindergarten
Jeremy Pichany – ProQuest LLC, 2024
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…
Descriptors: Literacy Education, Grade 2, Elementary School Students, Accuracy
Carly D. Robinson; Cynthia Pollard; Sarah Novicoff; Sara White; Susanna Loeb – Annenberg Institute for School Reform at Brown University, 2024
In-person tutoring has been shown to improve academic achievement. Though less well-researched, virtual tutoring has also shown a positive effect on achievement but has only been studied in grade five or above. We present findings from the first randomized controlled trial of virtual tutoring for young children (grades K-2). Students were assigned…
Descriptors: Tutoring, Reading Instruction, Benchmarking, Reading Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Katlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Grantee Submission, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
Peer reviewed Peer reviewed
Direct linkDirect link
Katlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Reading & Writing Quarterly, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
He, Wei – NWEA, 2022
This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills. It also provides snapshots of the achievement and growth norms for each grade and domain.
Descriptors: Reading Achievement, Achievement Gains, Achievement Tests, Reading Tests
Carlson, Deven – American Enterprise Institute, 2021
The No Child Left Behind Act of 2001 (NCLB) had mixed effects on the nation's educational ecosystem. NCLB succeeded in shifting the focus from inputs to outcomes, shining a light on performance of different student subgroups, and using reporting requirements to spur development of more-robust education data systems. But NCLB included several…
Descriptors: Accountability, Educational History, Educational Legislation, Federal Legislation
Peer reviewed Peer reviewed
Direct linkDirect link
Sunaina Shenoy; Anuj Iyer; Siamack Zahedi – Early Childhood Education Journal, 2024
Most private schools in India follow the Alphabet-Spelling method to teach reading in English. This approach bypasses letter-sound correspondences and focuses on rote memorization and sight-word recognition. In an effort to provide students with more recent evidence-based practices in reading instruction, this study examined how phonics-based…
Descriptors: Phonics, Reading Instruction, Teaching Methods, Foreign Countries
Peer reviewed Peer reviewed
Direct linkDirect link
Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Grantee Submission, 2024
Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
Peer reviewed Peer reviewed
Direct linkDirect link
Caemmerer, Jacqueline M.; Hajovsky, Daniel B. – Journal of Psychoeducational Assessment, 2022
The purpose of this study was to estimate the longitudinal and reciprocal predictive relations between children's social skills, measured by an adaptation of the frequently used Social Skills Rating Scale, and their standardized academic achievement. A large nationally representative sample of elementary school students were assessed at least…
Descriptors: Correlation, Longitudinal Studies, Academic Achievement, Interpersonal Competence
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  24