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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
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
Cooke, Nancy L.; Gibbs, Susan L.; Campbell, Monica L.; Shalvis, Shawnna L. – Journal of Direct Instruction, 2004
This study examined the reading gains of students with mild disabilities who were taught with one of two programs: "Horizons Fast Track A-B" (Engelmann, Engelmann, & Seitz-Davis, 1997) or "Reading Mastery Fast Cycle" (Engelmann & Bruner, 1995). A quasi-experimental design with preexisting groups was used to examine…
Descriptors: Reading Programs, Instructional Effectiveness, Program Effectiveness, Mild Disabilities
