This study evaluated the effectiveness of high school tutors' implementation of "Great Leaps Reading" (Campbell, 1998), a reading fluency supplementary instructional program. The program consists of three sections: phonics, sight word phrases, and story passages. Daily 15-minute tutoring sessions involved repeated 1-minute timings of…

"Alphabetic Phonics" is an ungraded, multisensory curriculum distributed by School Specialty Intervention (formerly Educators Publishing Service) that teachers the structure of the English language and can be taught to individuals or small groups of elementary or secondary school students. This phonetic program teaches reading,…

The purpose of this project is to develop and to individually examine the efficacy of three different components of an integrated literacy program. No attempt is made to compare the components of the program to each other. Rather, the goal is to determine the effectiveness of each component of the program on the acquisition of the reading of…

The researcher used a simultaneous prompting procedure to teach 3 Kindergarten students who had or who were at risk for a developmental delay. She taught a paraprofessional to use two instructional formats to teach skills (i.e., phonics or subtraction). On an alternating schedule, she used the simultaneous prompting procedure with a massed trial…

The Common Core State Standards (CCSS) and the National Standards for Foreign Language Education have several areas of commonality: (1) both standards have the goal that all students, by the end of 12th grade, will have the skills they need to be successful world citizens; (2) the literacy skills that are found in the Common Core are the same…

This study examined the effects of scientifically research based (SRB) teaching strategies on the learning of students living in poverty in a Educational Service Center (ESC) Region VI of East Texas. By interviewing teachers within academically successful campuses with high economically disadvantaged student populations, an accurate assessment was…

In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…

This article discusses the use of a reading curriculum designed to incorporate all of the proven practice components of reading as suggested in the United States National Reading Panel report (National Institute of Child Health and Human Development, 2000). These practices are phonemic awareness, phonics, vocabulary, fluency, and comprehension.…

The "Dyslexia Training Program," developed at the Texas Scottish Rite Hospital for Children, is a Tier III reading intervention program that provides intensive phonics instruction to children with dyslexia, primarily in grades two through five. It is a comprehensive two-year program that bridges the gap for school districts in which a…

This article reports the results of an experiment designed to investigate the effectiveness of pinyin (a phonic transcription system) in learning vocabulary of Chinese as a second language from the perspective of cognitive load theory. In the reported experiment, the learning effects of the vertical and horizontal layouts of characters, pinyin,…

This research study investigated the at-home literacy behaviors and experiences of young children before and during their kindergarten year. Research has shown that the frequency and quality of at-home literacy experiences can either hinder or hamper children as their formal schooling begins (Fletcher, Cross, Tanney, Schneider, & Finch, 2008;…

This study examined the effectiveness of a targeted early literacy intervention among Spanish-speaking kindergarten English Learners (ELs). Using a Response to Intervention (RtI) framework, participants were screened in English to ensure a need for additional literacy support. Selected students were then screened in Spanish, and students with…

We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…

"Ghosts of No Child Left Behind" politically situates curriculum within a historically and critically informed context, to understand the structural forces that have contributed to the creation of a population of adolescents who read below a third grade level. The book then proposes a reconceptualization of literacy curriculum within a…

Background: There is evidence that children who are taught to read later in childhood (age 6-7) make faster progress in early literacy than those who are taught at a younger age (4-5 years), as is current practice in the UK. Aims: Steiner-educated children begin learning how to read at age 7, and have better reading-related skills at the onset of…