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Computer-Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches
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Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.; Herron, Jeannine; Lindamood, Patricia – Annals of Dyslexia, 2010
The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately…
Descriptors: Small Group Instruction, Reading Comprehension, Reading Difficulties, Intervention
Pathways to Literacy: A Study of Invented Spelling and Its Role in Learning to Read
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Ouellette, Gene; Senechal, Monique – Child Development, 2008
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2…
Descriptors: Feedback (Response), Invented Spelling, Intervention, Phonological Awareness
The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement. NCEE 2008-4030
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Garet, Michael S.; Cronen, Stephanie; Eaton, Marian; Kurki, Anja; Ludwig, Meredith; Jones, Wehmah; Uekawa, Kazuaki; Falk, Audrey; Bloom, Howard S.; Doolittle, Fred; Zhu, Pei; Sztejnberg, Laura – National Center for Education Evaluation and Regional Assistance, 2008
To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction: (1) a content-focused teacher…
Descriptors: Early Reading, Reading Instruction, Professional Development, Intervention
National Evaluation of Early Reading First. Final Report to Congress. NCEE 2007-4007
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Jackson, Russell; McCoy, Ann; Pistorino, Carol; Wilkinson, Anna; Burghardt, John; Clark, Melissa; Ross, Christine; Schochet, Peter; Swank, Paul – National Center for Education Evaluation and Regional Assistance, 2007
The No Child Left Behind (NCLB) Act of 2001 created the Early Reading First (ERF) program to enhance teacher practices, instructional content, and classroom environments in preschools and to help ensure that young children start school with the skills needed for academic success. This report to Congress describes the impacts of the Early Reading…
Descriptors: Program Effectiveness, Federal Legislation, Early Reading, Teaching Methods
Effects of Preschool Curriculum Programs on School Readiness. Report from the Preschool Curriculum Evaluation Research Initiative. NCER 2008-2009
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National Center for Education Research, 2008
A variety of preschool curricula is available and in widespread use, however, there is a lack of evidence from rigorous evaluations regarding the effects of these curricula on children's school readiness. The lack of such information is important as early childhood center-based programs have been a major, sometimes the sole, component of a number…
Descriptors: Educational Improvement, Low Income, Disadvantaged Youth, Preschool Children
Evaluation of the Waterford Early Reading Program in Kindergarten, 2005-06
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Powers, Stephen; Price-Johnson, Connie – Online Submission, 2006
Background: The Waterford Early Reading Program (WERP), a technology-based program for early elementary grades, was provided through Arizona all day kindergarten funds to kindergarten students in 15 Title I elementary schools in the Tucson Unified School District (TUSD) in the 2005-06 school year. The purpose of this study is to evaluate the…
Descriptors: Early Reading, Reading Programs, Reading Achievement, Reading Tests