Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program's decoding/fluency and reading comprehension dimensions (DF and COMP),…

Launched in 2012, The Big Lift is a collective impact initiative extending from preschool to third grade that aims to boost children's reading proficiency in San Mateo County, California, through four different types of activities, called "pillars": (1) High-Quality Preschool, (2) Summer Learning, (3) School Attendance, and (4) Family…

The Big Lift™ (Big Lift) is a preschool-third-grade collective impact initiative in San Mateo County, California. The initiative is a partnership of the County of San Mateo, San Mateo County Office of Education, and the Silicon Valley Community Foundation. Launched in 2012, the initiative aims to boost children's reading proficiency by third grade…

For students who have limited expressive language skills, both verbally and in writing, it is difficult for a teacher to assess the acquisition of reading skills. The authors examined the effects of computer-aided instruction (CAI) on the early reading and reading comprehension skills of six students with autism spectrum disorder, and other…

The current article examines what factors explained the success of a reading program delivered by older adult volunteers to at-risk early readers. The article also examines the direction of the relationship over time (both direct and mediated) between reading achievement, frequency of reading at home, and academic self-beliefs. Two hundred and…

Examined in this study was instruction in two reading intervention programs, Reading Recovery and Reading Mastery, in the context of a statewide early reading initiative's first year of implementation. Through observations of 15 teachers, investigated in this study was the instructional focus of the intervention lessons and the extent to which…

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…

In many schools in Australia students often begin their primary years with limited preparation for reading. "All hands on deck" are required to ensure the best possible student success rate for learning to read. In this project, Education Assistants, often under-utilised in schools, were used to implement a reading intervention to…

This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003-2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005-2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform…

This paper presents an effectiveness study of a computer-based English reading program, the Waterford Early Reading Program (WERP), among first and second grade students in Israel. Students who used the program were compared to a control group only receiving English as a foreign language (EFL) instruction as part of the school curriculum. First…

A theory-based approach was used to investigate the relations among Nonsense Word Fluency (NWF) initial skill status in the fall of first grade, NWF growth across the school year, and end-of-year oral reading fluency and reading comprehension (RC) skill. Hypotheses were anchored to Perfetti's verbal efficiency theory and the role of automaticity…

The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately…

Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…

Lexia Reading is a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Lexia Reading is designed to supplement regular classroom instruction. It is designed to support skill development in the five areas of reading instruction identified by the National Reading Panel. The…

The effectiveness study examined a supplemental reading intervention that may be appropriate as one component of a response-to-intervention (RTI) system. First-grade students in 31 schools who were at risk for reading difficulties were randomly assigned to receive Responsive Reading Instruction (RRI; Denton, 2001; Denton & Hocker, 2006; n =…