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A (Pan-Canadian) Cluster Randomized Control Effectiveness Trial of the ABRACADABRA Web-Based Literacy Program
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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
Accelerating the Development of Reading, Spelling and Phonemic Awareness Skills in Initial Readers
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Johnston, Rhona S.; Watson, Joyce E. – Reading and Writing: An Interdisciplinary Journal, 2004
In Experiment 1, it was found that 5-year-old new school entrants taught by a synthetic phonics method had better reading, spelling and phonemic awareness than two groups taught analytic phonics. The synthetic phonics children were the only ones that could read by analogy, and they also showed better reading of irregular words and nonwords. For…
Descriptors: Reading Skills, Spelling, Phonemes, Beginning Reading
Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention
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Schwartz, Robert M. – Journal of Educational Psychology, 2005
This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…
Descriptors: Phonemes, High Risk Students, Reading Difficulties, Literacy
Promoting Early Literacy through Rhyme Detection Activities during Head Start Circle-Time.
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Majsterek, David J.; Shorr, David N.; Erion, Virginia L. – Child Study Journal, 2000
Investigated the effect of developmentally appropriate literacy interventions integrated into circle time in a Head Start setting on the detection of rhyme by 4-5 year olds. Found that the group receiving phonological-awareness treatment performed better on a rhyme detection test than the semantic intervention group. (JPB)
Descriptors: Compensatory Education, Developmentally Appropriate Practices, Early Intervention, Educationally Disadvantaged
Teachers Learning Ladders to Literacy.
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O'Connor, Rollanda E. – Learning Disabilities Research and Practice, 1999
A study involving 10 kindergarten teachers found that kindergarten children whose teachers learned to implement phonological and print awareness activities performed better than children in control classes on phonological and literacy measures, with those in classes of teachers with more intensive professional development achieving the highest…
Descriptors: Faculty Development, Inservice Teacher Education, Kindergarten, Kindergarten Children