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Direct linkMary E. Little; D'Ann Rawlinson; Deborah C. Simmons; Minjung Kim; Oi-man Kwok; Shanna Hagan-Burke; Leslie E. Simmons; Melissa Fogarty; Eric Oslund; Michael D. Coyne – Learning Disabilities Research & Practice, 2012
This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response…
Descriptors: Reading Achievement, Outcome Measures, Kindergarten, Response to Intervention
Savage, Robert; Abrami, Philip C.; Piquette, Noella; Wood, Eileen; Deleveaux, Gia; Sanghera-Sidhu, Sukhbinder; Burgos, Giovani – Journal of Educational Psychology, 2013
This report describes a cluster randomized control trial (RCT) intervention study of the effectiveness of the ABRACADABRA (ABRA) Web-based literacy system using a classroom-level RCT intervention with 1,067 children in 74 kindergarten and Grade 1 or Grade 1/2 classrooms across Canada. The authors closely followed the CONSORT criteria for executing…
Descriptors: Foreign Countries, Educational Research, Research Design, Early Reading
Steven J. Amendum; Lynne Vernon-Feagans; Marnie C. Ginsberg – Elementary School Journal, 2011
The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative…
Descriptors: Reading Difficulties, Special Needs Students, Early Reading, Intervention
Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.; Herron, Jeannine; Lindamood, Patricia – Annals of Dyslexia, 2010
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…
Descriptors: Small Group Instruction, Reading Comprehension, Reading Difficulties, Intervention
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
Carolyn A. Denton; Caroline Kethley; Kim Nimon; Terri B. Kurz; Patricia G. Mathes; Minyi Shih; Elizabeth A. Swanson – Exceptional Children, 2010
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 =…
Descriptors: Reading Difficulties, Intervention, Early Reading, Reading Instruction
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
Borman, Geoffrey D.; Dowling, N. Maritza; Schneck, Carrie – Educational Evaluation and Policy Analysis, 2008
In this article, the authors report achievement outcomes of a multisite cluster randomized field trial of Open Court Reading 2005 (OCR), a K-6 literacy curriculum published by SRA/McGraw-Hill. The participants are 49 first-grade through fifth-grade classrooms from predominantly minority and poor contexts across the nation. Blocking by grade level…
Descriptors: Reading Comprehension, Academic Achievement, Effect Size, Classrooms
