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Direct linkVadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky – Journal of Research on Educational Effectiveness, 2015
A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…
Descriptors: Vocabulary Development, Grade 4, Grade 5, Elementary School Students
Vadasy, Patricia F.; Sanders, Elizabeth A. – Scientific Studies of Reading, 2009
This study replicates research on the efficacy of a repeated reading intervention with word-level instruction for students in Grades 2 and 3 with low to moderate fluency skills, examines differences between treatment implementers, and tests unique contributions of treatment-related variables on outcomes. Students from 13 schools were randomly…
Descriptors: Intervention, Grade 2, Grade 3, Reading Instruction
Vadasy, Patricia F.; Sanders, Elizabeth A. – Reading and Writing: An Interdisciplinary Journal, 2008
The purposes of this study were to replicate previous research on phonics-based tutoring in kindergarten and to compare treatment effects for students who received individual instruction compared to instruction in dyads. Thirty classroom teachers from 13 urban elementary schools referred at-risk students for participation. Students who met…
Descriptors: Reading Difficulties, Reading Fluency, Phonological Awareness, At Risk Students
