NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)0
Since 2006 (last 20 years)3
Descriptor
Beginning Reading6
Reading Instruction6
Reading Difficulties4
Literacy3
Control Groups2
Decoding (Reading)2
Instructional Effectiveness2
Phoneme Grapheme…2
Phonemics2
Preschool Children2
Program Evaluation2
Reading Achievement2
Reading Programs2
Spelling2
Word Recognition2
Alphabets1
Comparative Analysis1
Data Analysis1
Disadvantaged Youth1
Early Intervention1
Educational Research1
Educational Strategies1
Elementary School Students1
Evidence1
Experimental Groups1
More ▼
Source
Consortium for Policy…1
Early Childhood Research…1
Journal of Educational…1
Journal of Learning…1
Literacy Research and…1
Reading Horizons1
Author
Armijo, Michael1
Beck, Carrie Thomas1
Byrne, Brian1
Coyne, Michael D.1
Fielding-Barnsley, Ruth1
Gillespie, Jessica N.1
Goldsworthy, Heather1
Gray, Abigail1
Harn, Beth1
Hudson, Roxanne F.1
Joseph, Laurice M.1
Kame'enui, Edward J.1
Kaufman, Noah K.1
Konold, Timothy R.1
Lane, Holly B.1
May, Henry1
Pullen, Paige C.1
Sam, Cecile1
Santoro, Lana Edwards1
Simmons, Deborah C.1
Sirinides, Philip1
Smith, Sylvia B.1
Stoolmiller, Mike1
Tognatta, Namrata1
Yeh, Stuart S.1
More ▼
Publication Type
Journal Articles5
Reports - Research4
Reports - Evaluative2
Education Level
Elementary Education2
Grade 12
Early Childhood Education1
Kindergarten1
Primary Education1
Audience
Location
Australia1
Florida1
Ohio1
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations6
Meets WWC Standards with or without Reservations6
Showing all 6 results Save | Export
Evaluation of the i3 Scale-up of Reading Recovery: Year One Report, 2011-12. RR-76
PDF on ERIC Download full text
May, Henry; Gray, Abigail; Gillespie, Jessica N.; Sirinides, Philip; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Tognatta, Namrata – Consortium for Policy Research in Education, 2013
Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a…
Descriptors: Reading Programs, Early Intervention, Reading Achievement, Reading Difficulties
Identifying Essential Instructional Components of Literacy Tutoring for Struggling Beginning Readers
Peer reviewed Peer reviewed
Direct linkDirect link
Lane, Holly B.; Pullen, Paige C.; Hudson, Roxanne F.; Konold, Timothy R. – Literacy Research and Instruction, 2009
This study examined the components of a one-on-one literacy tutoring model to identify the necessary and sufficient elements for helping struggling beginning readers. The tutoring components of interest included word work using manipulative letters, written word work, and a generalization component. Reading assessment data from 100 first-grade…
Descriptors: Control Groups, Sight Vocabulary, Phonological Awareness, Data Analysis
Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity
Peer reviewed Peer reviewed
Direct linkDirect link
Simmons, Deborah C.; Kame'enui, Edward J.; Harn, Beth; Coyne, Michael D.; Stoolmiller, Mike; Santoro, Lana Edwards; Smith, Sylvia B.; Beck, Carrie Thomas; Kaufman, Noah K. – Journal of Learning Disabilities, 2007
A randomized experimental design with three levels of intervention was used to compare the effects of beginning reading interventions on early phonemic, decoding, and spelling outcomes of 96 kindergartners identified as at risk for reading difficulty. The three instructional interventions varied systematically along two dimensions--time and design…
Descriptors: Beginning Reading, Research Design, Phonemics, Kindergarten
Using Word Boxes as a Large Group Phonics Approach in a First Grade Classroom.
Peer reviewed Peer reviewed
Joseph, Laurice M. – Reading Horizons, 2000
Explores the effectiveness of "word boxes" phonics instruction on beginning first-grade children's word identification and spelling performance. Finds that children in the word boxes condition significantly outperformed children in a more traditional phonics condition. Indicates that word boxes lessons can be a viable phonics approach to…
Descriptors: Beginning Reading, Grade 1, Instructional Effectiveness, Literacy
An Evaluation of Two Approaches for Teaching Phonemic Awareness to Children in Head Start
Peer reviewed Peer reviewed
Direct linkDirect link
Yeh, Stuart S. – Early Childhood Research Quarterly, 2003
Several research studies linking early phonemic awareness to the prevention of later reading difficulties strongly suggest that phoneme segmentation and blending, rather than rhyming and alliteration abilities, are the key aspects of phonemic awareness that are related to the prevention of difficulties. Yet there is a persistent belief among many…
Descriptors: Reading Difficulties, Phonemes, Phonology, Beginning Reading
Evaluation of a Program to Teach Phonemic Awareness to Young Children.
Peer reviewed Peer reviewed
Byrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991
A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)
Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups