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Evaluation of Word Learning Strategies: A Program for Upper-Elementary School Students
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Li, Linlin; Flynn, Kylie; Ringstaff, Cathy; Tripathy, Rachel; Lepori, Kathleen; Wang, Jennifer – Grantee Submission, 2016
This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program designed to develop upper-elementary students' vocabulary skills in order to improve reading comprehension. The study used a true, group-randomized, experimental design, which randomly assigned 46 4th grade classrooms (n=1324 students) from 12 districts…
Descriptors: Elementary School Students, Vocabulary Development, Reading Comprehension, Program Effectiveness
Word Learning Strategies: A Program for Upper Elementary School Students
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Li, Linlin; Flynn, Kylie; Tripathy, Rachel Grimes; Wang, Jennifer; Austin-King, Kelsey; Graves, Michael F. – Grantee Submission, 2018
This study evaluated the efficacy of the Word Learning Strategies (WLS) supplementary program designed to develop upper-elementary students' vocabulary skills in order to improve reading comprehension. The study used a true, group-randomized, experimental design, which randomly assigned 46 4th grade classrooms (n=1324 students) from 12 districts…
Descriptors: Vocabulary Development, Elementary School Students, Reading Comprehension, Learning Strategies
Reading Performance of Elementary Students: Results of a Five-Year Longitudinal Study of Direct Reading Instruction
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Thames, Dana; Kazelskis, Richard; Kazelskis, Carolyn Reeves – Online Submission, 2006
The purpose of this longitudinal study was to explore the impact of a direct reading instruction program, "Reading Mastery (RM)," on literacy performance of students over a five-year period. Initially, 700 students in grades K-3 were randomly selected from six elementary schools to participate in the study; an additional 100…
Descriptors: Program Effectiveness, Silent Reading, Reading Comprehension, Reading Instruction
Evaluation of Reading Recovery Program.
Wang, Y. Lawrence; Johnstone, Whitcomb – 1997
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…
Descriptors: Comparative Analysis, Early Intervention, High Risk Students, Primary Education
The Clever Kid's Reading Program: Metacognition and Reciprocal Teaching.
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Bruce, Merle E.; Robinson, Gregory L. – 2001
This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…
Descriptors: Instructional Effectiveness, Intermediate Grades, Metacognition, Reading Comprehension
A Comparison of the Sing, Spell, Read, & Write Program and the Traditional Approach to Reading Instruction.
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Bryan, Laura; Turner, James S. – 1996
A 6-year ex post facto study compared the word study skills, word reading/reading vocabulary, reading comprehension, and total reading achievement of Choctaw Indian first and second grade classes that participated in the Sing, Spell, Read, & Write (SSRW) program and classes that had not participated in the program. Subjects were 84 students in…
Descriptors: Beginning Reading, Comparative Analysis, Grade 1, Grade 2