Publication Date
In 2025 | 5 |
Since 2024 | 68 |
Since 2021 (last 5 years) | 258 |
Since 2016 (last 10 years) | 513 |
Since 2006 (last 20 years) | 974 |
Descriptor
Source
Author
Publication Type
Education Level
Audience
Teachers | 268 |
Practitioners | 245 |
Parents | 46 |
Students | 38 |
Researchers | 25 |
Administrators | 17 |
Policymakers | 6 |
Media Staff | 3 |
Support Staff | 2 |
Community | 1 |
Location
United Kingdom (England) | 74 |
Australia | 47 |
California | 34 |
United Kingdom | 32 |
Canada | 21 |
United States | 19 |
Texas | 16 |
Florida | 14 |
Arizona | 13 |
Illinois | 13 |
South Africa | 12 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 10 |
Meets WWC Standards with or without Reservations | 19 |
Does not meet standards | 23 |
Hougen, Martha C., Ed.; Smartt, Susan M., Ed. – Brookes Publishing Company, 2020
Understand the science of reading and how to implement evidence-based instruction to increase the reading and writing achievement of pre-K-6 students, including those at risk for reading difficulties. Fully revised and updated, this core text covers the research base for structured literacy instruction and practical guidance on the essential…
Descriptors: Spelling, Evidence Based Practice, Reading Achievement, Writing Achievement
Lemons, Christopher J.; King, Seth A.; Davidson, Kimberly A.; Puranik, Cynthia S.; Al Otaiba, Stephanie; Fulmer, Deborah; Mrachko, Alicia A.; Partanen, Jane; Fidler, Deborah J. – Focus on Autism and Other Developmental Disabilities, 2017
The aim of this project was to develop an early reading intervention for children with Down syndrome based on the related behavioral phenotype. The intervention targeted learning of letter-sound correspondences, reading of decodable and high frequency words, and phonological awareness. We evaluated the feasibility and potential efficacy of the…
Descriptors: Early Intervention, Reading Programs, Down Syndrome, Phoneme Grapheme Correspondence
Chapman, James W.; Greaney, Keith T.; Arrow, Alison W.; Tunmer, William E. – Australian Journal of Learning Difficulties, 2018
New Zealand's approach to literacy instruction is predominantly whole language. Explicit code-orientated literacy instruction is not favoured, however, most teachers are believed to include phonics in their literacy lessons. No study has been reported on phonics use in New Zealand schools. Survey responses on the use of phonics instruction from…
Descriptors: Phonics, Cues, Literacy Education, Whole Language Approach
Shapiro, Laura R.; Solity, Jonathan – British Journal of Educational Psychology, 2016
Background: "Synthetic phonics" is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. Aims: We compared the impact of two "synthetic phonics" programmes on early reading. Sample: Children received "Letters" and…
Descriptors: Phonics, Phonological Awareness, Reading Instruction, Phoneme Grapheme Correspondence
Tokac, Umit – ProQuest LLC, 2016
The dissertation explored the efficacy of using a POMDP to select and apply appropriate instruction. POMDPs are a tool for planning: selecting a sequence of actions that will lead to an optimal outcome. RTI is an approach to instruction, where teachers craft individual plans for students based on the results of screening test. The goal is to…
Descriptors: Markov Processes, Program Implementation, Response to Intervention, Beginning Reading
Washington, Julie A.; Seidenberg, Mark S. – American Educator, 2021
Teaching reading to children whose language differs from the oral language of the classroom and from the linguistic structure of academic text adds an additional layer of complexity to reading instruction. There is a large and growing body of evidence indicating that language variation impacts reading, spelling, and writing in predictable ways. In…
Descriptors: Reading Instruction, African American Students, Language Usage, Language of Instruction
Price-Mohr, Ruth; Price, Colin – Early Childhood Education Journal, 2017
A survey of primary schools in England found that girls outperform boys in English across all phases (Ofsted in Moving English forward. Ofsted, Manchester, 2012). The gender gap remains an on-going issue in England, especially for reading attainment. This paper presents evidence of gender differences in learning to read that emerged during the…
Descriptors: Gender Differences, Mixed Methods Research, Intervention, Phonics
Cosgrove, Margaret – ProQuest LLC, 2017
This research study was designed and conducted to evaluate the regular education teacher's perspective on the effective use of Project Read to adequately instruct spelling mastery at the first grade level. The Project Read curriculum is divided into three major strands including phonics, reading comprehension, and written expression. Project…
Descriptors: Affordances, Educational Benefits, Reading Instruction, Reading Programs
Pindiprolu, Sekhar S.; Marks, Lori J. – Rural Special Education Quarterly, 2020
Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources.…
Descriptors: Reading Difficulties, Students with Disabilities, At Risk Students, Computer Assisted Instruction
Cecil, Nancy Lee; Lozano, Albert S.; Chaplin, Mae – Routledge, Taylor & Francis Group, 2020
Now in its sixth edition, "Striking a Balance" clearly illustrates how to create a comprehensive early literacy program that places direct skills instruction within the context of rich and varied reading and writing experiences. Text discussions, dynamic activities, and valuable appendices provide a variety of effective instructional…
Descriptors: Emergent Literacy, Literacy Education, Learning Activities, Instructional Effectiveness
Siuty, Molly Baustien; Leko, Melinda M.; Knackstedt, Kimberly M. – Teacher Education and Special Education, 2018
Teachers make numerous decisions each day, yet processes undergirding these decisions are elusive and have not been the subject of many in-depth investigations within special education. The purpose of this qualitative investigation, therefore, was to complete a micro-level analysis of the influence of curriculum on 11 middle school teachers'…
Descriptors: Role, Curriculum, Teacher Attitudes, Decision Making
Maboe, Ethel; Banoobhai, Mumthaz; Makgatho, Moses – Reading & Writing: Journal of the Reading Association of South Africa, 2018
Literacy is regarded as a fundamental skill for people to communicate successfully in all areas of life. In the light of the poor performance of learners, an investigation concerning reading is imperative to enhance literacy in South Africa. This study explores the use of tablets to enhance English reading among learners in Grade 5 from selected…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Reading Instruction
Stump, Tracie – ProQuest LLC, 2018
Decoding deficits began in the early grades and without remediation created a subgroup of students performing below the expected level of the grade level of achievement. Examining oral reading fluency and phonics instruction provided information to the effectiveness of these reading areas taught individually or in tandem using scripted…
Descriptors: Reading Programs, Decoding (Reading), Reading Instruction, Case Studies
Kloos, Heidi; Sliemers, Stephanie; Cartwright, Macey; Mano, Quintino; Stage, Scott – Online Submission, 2019
Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy…
Descriptors: Reading Instruction, Reading Skills, Teaching Methods, Online Courses
Kreitz, Jennifer – BU Journal of Graduate Studies in Education, 2016
Teaching children to read is a complicated process. Children begin school at varying levels of ability, yet are all required to meet a set standard of achievement. It is up to teachers to assess each student, identify individual learning needs, and provide support. A motivating, literacy-rich program that includes whole-class, small-group, and…
Descriptors: Reading Difficulties, Reading Instruction, Student Needs, Reading Motivation