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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
A Control-Group Comparison of Two Reading Fluency Programs: The Helping Early Literacy with Practice Strategies (HELPS) Program and the Great Leaps K-2 Reading Program
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Begeny, John C.; Laugle, Kelly M.; Krouse, Hailey E.; Lynn, Amy E.; Tayrose, Michelle P.; Stage, Scott A. – School Psychology Review, 2010
Reading fluency is a critical component of effective reading instruction for students of early elementary age. However, national data suggest that 40% of U.S. fourth-grade students are nonfluent readers. Implementing evidence-based, time-efficient, and procedurally standardized instructional strategies may help address this problem. This study…
Descriptors: Reading Fluency, Early Reading, Reading Programs, Effect Size
Computer-Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches
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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
The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement. NCEE 2008-4030
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Garet, 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