This research investigated the immediate and long-term effects of a Tier 2 intervention for beginning readers identified as having a high probability of reading failure using a randomized control trial. First-grade participants (n = 123) were randomly assigned either to a 25-session intervention targeting key reading components, including…

This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control…

Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g.,…

Direct, explicit, and systematic instruction of critical skills has been a hallmark of effective teaching for many years. In this study, we implemented a quasi-experimental pre-/post-test design with nonequivalent groups to determine the effectiveness of syllable skills instruction on reading achievement. Classes were randomly assigned to control…

This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish-speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a…

Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random…

This study investigated the effectiveness of combining enhanced classroom instruction and intense supplemental intervention for struggling readers in first grade. Further, it compared two supplemental interventions derived from distinct theoretical orientations, examining them in terms of effects on academic outcomes and whether children's…

Describes an applied training study investigating the differential effect of two instructional methods on the reading performance of British primary school children with reading difficulties. Explains that children ages 7 to 10 (n=65) were separated into two groups: (1) based on different types of phonological awareness instruction, and (2) a…