The purpose of the present study was to examine the effects of a brief experimental intervention that integrated spelling practice into a systematic phonics approach to initial reading instruction for at-risk children. The effects of this intervention were studied by means of a randomized controlled trial design that compared the experimental…

Structured Literacy (SL) approaches are often recommended for students with dyslexia and other poor decoders (e.g., International Dyslexia Association, 2017). Examples of SL approaches include the Wilson Reading System (Wilson, 1988), Orton-Gillingham (Gillingham & Stillman, 2014), the Lindamood Phoneme Sequencing Program (Lindamood &…

Reading interventions developed to teach grapheme-phoneme correspondences (GPCs) were evaluated among L2 at-risk readers. In the direct mapping of grapheme (DMG) condition, children's attention was explicitly drawn to the application of a graphemes taught on that day to shared reading of words in authentic text. In the control condition there was…

We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small…

This study took place in Addis Ababa, Ethiopia and examined the impact of explicit instruction and fluency practice of letter/sound combinations on reading Amharic letters and words. First grade students at risk for reading difficulties were assigned via stratified random assignment to treatment or control condition. Students in the treatment…

The study presents a reading intervention for children having a variety of reading deficits. For this study it was found that most of the children had not responded positively to phonics instruction. Based on brain imaging studies, it has been shown that there are positive changes in the left brains of readers with dyslexia who receive phonemic…

Early literacy skills are critical for success in school, yet many children fail to obtain these skills in a timely manner leaving them unable to perform at minimal academic expectations. The purpose of this study was to examine the effects of word box instruction, a research-based intervention designed to promote phonemic awareness, on the…

The current intervention study investigated the sustained effectiveness of phonological awareness training on the reading development of 16 children in French immersion who were identified as at-risk readers based on grade 1 English measures. The intervention program provided children from three cohorts with supplemental reading in small groups on…

We investigated the efficacy of a morphological awareness intervention on the morphological awareness and reading skills of students from low-socioeconomic-status homes; we also examined whether the intervention was similarly effective for intervention students who differed in their initial morphological awareness abilities. The 8-week…

This study examined the effectiveness of an assessment and intervention study targeting prekindergarten children at risk for reading failure. Across 38 child care sites, 220 children were identified as "at risk" for reading failure due to their performance on a screening measure of early literacy skills and randomly assigned to receive…

Great progress has been made in learning how to provide more responsive instructional and behavioral supports to students through efforts in Response to Intervention and Positive Behavior and Intervention Supports. This article presents information and data on a longitudinal study designed to accelerate first graders at-risk for reading…

The purpose of the present study was to assess the effectiveness of a phonological awareness training program in the specific context of the Luxembourgish educational system. The intervention was run by the kindergarten teachers in their classes with minimal external supervision. Forty-one classes of the area around Luxembourg City participated in…

The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…

This study examined the effect of explicit and engaging supplemental early literacy instruction on at-risk kindergarten children's literacy development. Sixty-three kindergarten-aged children who had been ranked in the lowest 20th percentile on basic literacy skills participated in this study (38 treatment). Results reveal that children who…