In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and…

IN SEPTEMBER 1964 THE HEGELER FOUNDATION CONDUCTED A WIDESCALE READING STUDY TO DETERMINE WHETHER OR NOT THE CORRELATED LANGUAGE ARTS PROGRAM BASED ON THE "OPEN COURT BASIC READERS" WOULD PRODUCE SUPERIOR RESULTS IN READING AND WRITING ACHIEVEMENT. THE FIRST-YEAR RESULTS ARE PRESENTED. THIRTY-TWO EXPERIMENTAL CLASSES AND 32 CONTROL…

SOME VOWEL DIGRAPH GENERALIZATIONS PRESENTLY TAUGHT WERE INVESTIGATED TO DETERMINE THE OVERALL UTILITY OF THE GENERALIZATIONS WHEN APPLIED TO A LIST OF REPRESENTATIVE WORDS MET BY CHILDREN IN READING INSTRUCTION IN GRADES 1 THROUGH 6, TO DETERMINE THE UTILITY OF ALL POSSIBLE SUBGROUPS OF ADJACENT VOWELS, AND TO EVOLVE NEW DIGRAPH GENERALIZATIONS…

The effects of two primary reading programs using a programed format (with and without audio-supplement) and a conventional format (the program format deprogramed) in a highly consistent sound-symbol system of reading at three primary grade levels were compared, using a pretest, post-test control group design. The degree of suitability of…

This program, included in "Effective Reading Programs...," is designed to minimize initial difficulties in learning to read, to control early reading and word attack habits, and to meet a wide range of individual differences. Begun in 1966, the program serves an unselected cross-section of children in 110 kindergarten through third-grade…

The first-grade components of three textbook programs--mainstream basal, combined phonics and literature, and phonics emphasis--were compared on cognitive load (e.g., number of different words) and linguistic content (e.g., number of monosyllabic, simple vowel words). Three levels of three components of a program--literature anthologies, decodable…