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Direct linkBegeny, John C.; Laugle, Kelly M.; Krouse, Hailey E.; Lynn, Amy E.; Tayrose, Michelle P.; Stage, Scott A. – School Psychology Review, 2010
Reading fluency is a critical component of effective reading instruction for students of early elementary age. However, national data suggest that 40% of U.S. fourth-grade students are nonfluent readers. Implementing evidence-based, time-efficient, and procedurally standardized instructional strategies may help address this problem. This study…
Descriptors: Reading Fluency, Early Reading, Reading Programs, Effect Size
Ouellette, Gene; Senechal, Monique – Child Development, 2008
This intervention study tested whether invented spelling plays a causal role in learning to read. Three groups of kindergarten children (mean age = 5 years 7 months) participated in a 4-week intervention. Children in the invented-spelling group spelled words as best they could and received developmentally appropriate feedback. Children in the 2…
Descriptors: Feedback (Response), Invented Spelling, Intervention, Phonological Awareness
Solari, Emily J.; Gerber, Michael M. – Learning Disabilities Research & Practice, 2008
This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish-speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a…
Descriptors: Control Groups, Listening Comprehension, Speech Communication, Intervention
Download full textGaret, Michael S.; Cronen, Stephanie; Eaton, Marian; Kurki, Anja; Ludwig, Meredith; Jones, Wehmah; Uekawa, Kazuaki; Falk, Audrey; Bloom, Howard S.; Doolittle, Fred; Zhu, Pei; Sztejnberg, Laura – National Center for Education Evaluation and Regional Assistance, 2008
To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction: (1) a content-focused teacher…
Descriptors: Early Reading, Reading Instruction, Professional Development, Intervention
