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A Stacked Approach to Reading Intervention: Increasing 2nd- and 3rd-Graders' Independent Reading Levels with an Intervention Program
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Young, Chase; Durham, Patricia; Rosenbaum-Martinez, Crystal – Journal of Research in Childhood Education, 2018
Fifty 2nd- and 3rd-grade students identified as experiencing difficulty reading were randomly assigned to experimental and control groups. In the experimental group, students received a reading intervention called Read Two Impress for a total of 360 min. Students in the control continued to receive regular instruction from their teacher. A 2 × 3…
Descriptors: Reading Programs, Intervention, Independent Reading, Grade 2
Examining the Effects and Feasibility of a Teacher-Implemented Tier 1 and Tier 2 Intervention in Word Reading, Fluency, and Comprehension
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Solari, Emily J.; Denton, Carolyn A.; Petscher, Yaacov; Haring, Christa – Journal of Research on Educational Effectiveness, 2018
This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…
Descriptors: Intervention, Feasibility Studies, Program Implementation, Word Study Skills
The Influence of Testing Prompt and Condition on Middle School Students' Retell Performance
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Reed, Deborah K.; Petscher, Yaacov – Reading Psychology, 2012
This study examined whether the type of prompt or the method of passage reading had an effect on the retell performance of 6th-8th graders randomly assigned to one of four retell testing conditions. Both the type of prompt and the use of follow-up prompting were significantly related to the percentage of predetermined idea units retold. Effect…
Descriptors: Grade 6, Grade 7, Grade 8, Reading Research
English and Spanish Acquisition by Hispanic Second Graders in Developmental Bilingual Programs: A 3-Year Longitudinal Randomized Study
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Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael; Mathes, Patricia G. – Hispanic Journal of Behavioral Sciences, 2008
The authors studied a longitudinal English intervention in a 70/30 (Spanish/ English) developmental bilingual education (DBE) program (n = 302) and compared this model with a typical-practice, 80/20, late-exit transitional bilingual education program (n = 187) in terms of students' language and literacy acquisition from kindergarten to second…
Descriptors: Urban Schools, Reading Comprehension, Reading Fluency, Bilingual Education