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| Browning, Mary M. | 1 |
| Conners, Frances A. | 1 |
| Davidson, Marcia M. | 1 |
| Popp, Patricia A. | 1 |
| Sheppard, Jodi | 1 |
| Stage, Scott A. | 1 |
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Peer reviewedStage, Scott A.; Sheppard, Jodi; Davidson, Marcia M.; Browning, Mary M. – Journal of School Psychology, 2001
Study examines first-grade students' growth in oral reading fluency as predicted by their kindergarten letter-naming and letter-sound fluency using growth curve analysis. Results reveal that kindergarten letter-naming fluency uniquely contributed to the prediction of first-grade reading growth. Findings also reveal that Native American and…
Descriptors: Beginning Reading, Grade 1, Hispanic Americans, Kindergarten
Download full textPopp, Patricia A. – National Center for Homeless Education at SERVE, 2004
This manuscript is the outcome of the first year of a two-year project designed to explore what works in reading instruction for students who are highly mobile. The project includes several components. The first was to conduct an extensive literature review to identify what is already known (the focus of this document). In addition to the…
Descriptors: Reading Instruction, Reading Research, Teaching Methods, Focus Groups
Conners, Frances A. – American Journal on Mental Retardation, 1992
Analysis of research on reading instruction for children with moderate mental retardation indicated that word analysis instruction is a feasible option; word analysis is the most effective method of oral reading error correction; and the strongest sight-word instruction methods include those that use picture integration, constant delay, and the…
Descriptors: Decoding (Reading), Elementary Secondary Education, Error Correction, Moderate Mental Retardation
