Cognitively Guided Instruction (CGI) is a mathematics instructional strategy that focuses on students using problem-solving strategies to construct their own understanding. Little research has been conducted to help determine what CGI could look like in other subject areas. The purpose of this study was to investigate ways to apply CGI to a…

The purpose of this quantitative study was to examine the effects, if any, of a supplemental phonics curriculum, Saxon Phonics, on the reading achievement of first-grade students in one mountain-west, semirural, school district. The design was casual-comparative and ex post facto, and answered the questions: (1) Do students taught using a…

This study investigates the impact of using an adaptive computer-assisted instruction (CAI) program in early childhood education. The Waterford Early Reading Program (ERP) is a CAI program that was assigned to kindergarten and first grade students in a school district in Texas for the 2015-2016 school year. The Texas Primary Reading Inventory…

The growing number of students whose primary language does not match the language of their schools and a steadily growing performance gap has prompted widespread attention to support emergent literacy gains for those students. This study randomly assigned schools in a Southwestern U.S. state with English language learners (ELLs) in kindergarten…

The ability to flexibly approach the pronunciation of unknown words, or set "for variability", has been shown to contribute to word recognition skills. However, this is the first study that has attempted to teach students strategies for increasing their set for variability. Beginning readers (N = 15) were instructed to correct oral…

This paper reports the follow-up of a randomised control trial study of the ABRACADABRA web-based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low-SES backgrounds. Participants who received a "synthetic" phonics+phoneme awareness training (n = 26) or…

The study was implemented in the Title I Marinette School District using a randomized experimental design and parallel quasi experimental design spanning three grades 1-3 in 3 district elementary schools. The Remediation Plus Intervention is a multi-sensory, systematic synthetic phonics curriculum for all ages of students who struggle with…

Scope and method of study: The purpose of this research study was to examine the effectiveness of an (IMSE) Orton-Gillingham based multi-sensory instructional reading program when incorporated with kindergarten through first grade classroom reading instruction in one rural Midwestern school district. The IMSE supplemental reading program is…

At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons,…