This randomized controlled trial in 55 low-performing schools across Florida compared 2 early literacy interventions--1 using stand-alone materials and 1 using materials embedded in the existing core reading/language arts program. A total of 3,447 students who were below the 30th percentile in vocabulary and reading-related skills participated in…

Examines the contribution of supplemental spelling instruction to spelling, writing, and reading among second-grade children experiencing difficulties learning. Students in the spelling condition made greater improvements on norm-referenced spelling measures, a writing-fluency test, and a reading word-attack measure following instruction.…

This nine-week study examined the effect of the Accelerated Reader program on the reading comprehension scores of third grade students in a socio-economically disadvantaged area of West Virginia. Two separate third grade classes, with different teachers, but within the same school, participated in this study. The experimental group of students was…

Compares the reading achievement of second graders who were taught with a direct instruction program to second graders who were taught with a basal reading program in three areas: vocabulary, comprehension, and language. Finds Direct Instruction was more successful than the basal reading program. (NH)

This scholarly journal, an official publication of the Reading Recovery Council of North America, was established to provide an interdisciplinary forum on issues related to the acquisition of language, literacy development, and instructional theory and practice. Articles in Volume 5, Number 1 are: "Affinities and Contradictions: The Dynamics…

Eight classrooms of third graders (n=111) and their teachers were provided with two intervention strategies, partner reading intervention designed to enhance fluency, or collaborative strategic reading, designed to enhance comprehension. Over time, there were statistically significant effects for rate of reading for both interventions for low- to…

A study examined the effectiveness of the Reading Recovery program in the Irving, Texas, Independent School District. Subjects were students discontinued from the Reading Recovery program because they scored at or above the 40th national percentile, selected students from Chapter/Title I programs on campuses that did not implement Reading…

A study compared students at risk for reading disabilities who were provided phonics-based instruction in first grade (n=13), students tutored in comprehension skills in second grade (n=10), and students tutored in both grades (n=26). Students tutored only in first grade performed better than those also tutored in second grade. (Contains…

Evaluates the effectiveness of Reading Recovery (RR) in 10 schools in New South Wales. Finds that the RR group was superior to control students after 15 weeks, but that no differences were found after 30 weeks. Finds that 12 months after discontinuation, 35% of the students directly benefitted from the program, 35% had not been…

Examines the effectiveness of Peer-Assisted Learning Strategies (PALS) for first-grade readers as a tool for enhancing reading achievement of different learner types, particularly low achievers. States that 10 teachers incorporated PALS into their reading program. Indicates all learner types were positively affected by participation in PALS, with…

A quasi-experimental study compared achievement effects of various configurations of the Success for All (SFA), schoolwide reform model for elementary schools serving many at-risk students, from full implementation (certified tutoring, full-time school-level facilitator, and the family support team) to implementations lacking some elements felt to…

A study examined the effect of the Reading Recovery program on the reading achievement of first-grade students. Subjects, 60 third-grade students in a Chicago public school with 97% Hispanic and 3% White student population, completed the Iowa Tests of Basic Skills. Test scores for the 30 students who were tutored using Reading Recovery lessons in…

The Compensatory Language Experiences and Reading-Reading Recovery Program (CLEAR-RR) provided early intervention to 224 underachieving first grade pupils in Columbus, Ohio schools. The program's two major goals were to develop and provide CLEAR-RR for the first grade pupils and to adapt and apply the inservice program for teachers. Specially…

Research in school districts throughout the United States shows that children who use "Breakthrough to Literacy" achieve significant and lasting improvement in their reading skills. At virtually every site studied where implementation criteria were met, children who participated in "Breakthrough" demonstrated marked increases…

A study focused on the effects of the Writing to Read program piloted at kindergarten and first grade levels in Community Consolidated School District 65. The report included measures of students' writing, performance on district-made and standardized reading tests, and a follow-up on second graders. Statistical techniques of group comparison and…