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Direct linkGoldstein, Howard; Ziolkowski, Robyn A.; Bojczyk, Katherine E.; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D. – Grantee Submission, 2017
Purpose: This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Method: Effects of a supplemental intervention targeting academic vocabulary in first through third grades were…
Descriptors: Language Acquisition, Children, Low Income Groups, Comparative Analysis
Goss, C. Lee; Brown-Chidsey, Rachel – Preventing School Failure, 2012
With the emergence of response to intervention as a key element for supporting school success for all students, there is a need for teachers to know which interventions have been found to be effective. Some interventions have been validated with a number of research studies, but new interventions also need such validation. This study was a program…
Descriptors: Reading Difficulties, Program Evaluation, Reading, Reading Programs
Greaney, Sharon – ProQuest LLC, 2010
The purpose of this study was to compare the variety, complexity, and frequency of reading behaviors of three groups of first grade students--students who discontinued from Reading Recovery (D-RR), students who did not discontinue from Reading Recovery (ND-RR), and students who never needed Reading Recovery (A-NRR). Students were asked to read…
Descriptors: Reading Fluency, Reading, Reading Failure, Reading Processes
Macaruso, Paul; Rodman, Alyson – European Journal of Special Needs Education, 2009
This study investigated the benefits of computer-assisted instruction (CAI) for middle-school students attending remedial reading classes. As a supplement to a strong language-based reading curriculum, a CAI programme that works on strengthening phonics word identification skills was provided to students in the treatment group. These students were…
Descriptors: Remedial Reading, Computer Assisted Instruction, Decoding (Reading), Reading Instruction
Menon, Shailaja; Hiebert, Elfrieda H. – Reading Research Quarterly, 2005
This study examined the effectiveness of a little book curriculum in facilitating the independent word-solving skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load. The 15-week little book…
Descriptors: Grade 1, Linguistics, Intervention, Anthologies
