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Verhagen, Connie – Center on Instruction, 2012
This publication helps educators create differentiated reading instruction experiences for their students by showing the relationship between two distinct resources: Student Center Activities (SCAs) and the Common Core State Standards (CCSSs). Reading specialists, reading coaches, and teachers will find this document useful in lesson planning, as…
Descriptors: Individualized Instruction, Reading Instruction, Small Group Instruction, Learning Activities
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Rose, Dale S.; Magnotta, Micheline – Journal of Educational Research, 2012
Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the "Reading in…
Descriptors: Emergent Literacy, Reading Tests, Reading Skills, Reading Instruction
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Fives, Allyn; Kearns, Noreen; Devaney, Carmel; Canavan, John; Russell, Dan; Lyons, Rena; Eaton, Patricia; O'Brien, Aoife – Review of Education, 2013
This paper is based on a randomized controlled trial (RCT) evaluation of a reading programme delivered by older adult volunteers for at-risk early readers. Wizards of Words (WoW) was targeted at socially disadvantaged children in first and second grade experiencing delays in reading but who were not eligible for formal literacy supports. The…
Descriptors: Reading Programs, Reading Difficulties, Older Adults, Volunteers
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Shaw, Monica – Support for Learning, 2009
The study outlined here was an attempt to investigate the effectiveness of using the Phono-Graphix reading programme with a group of four struggling readers/non-readers. The children selected were in Primary 2 and had already had one-and-a-half years of mixed reading instruction strategies--primarily Jolly Phonics with a 'look and say" approach.…
Descriptors: Intervention, Standardized Tests, Reading Instruction, Reading Programs
Warren, Marie – ProQuest LLC, 2010
Local school districts are under pressure to have elementary reading teachers understand how phonics, during teacher-led small group literacy instruction, can help students who read below grade level. Elementary teachers need research-based strategies regarding which reading instructions of letter-sound components are necessary to help students…
Descriptors: Reading Fluency, Social Change, Reading Teachers, Grade 2
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Brosseau-Liard, Patricia E.; Birch, Susan A. J. – Developmental Science, 2010
Research has shown that preschoolers monitor others' prior accuracy and prefer to learn from individuals who have the best track record. We investigated the scope of preschoolers' attributions based on an individual's prior accuracy. Experiment 1 revealed that 5-year-olds (but not 4-year-olds) used an individual's prior accuracy at labelling to…
Descriptors: Instructional Effectiveness, Experiments, Spelling, Beginning Reading
Stecker, Pamela M.; Lembke, Erica S. – National Center on Student Progress Monitoring, 2011
Progress monitoring refers to a system of ongoing data collection on academic skills of interest. Short samples of student performance are collected on a regular basis, and the scores from these short samples of performance are graphed to create a picture of student progress. Teachers can use the graphed student performance as they make…
Descriptors: Curriculum Based Assessment, Reading, Formative Evaluation, Student Evaluation
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McMurray, Sharon – Journal of Research in Special Educational Needs, 2013
This paper evaluates the impact of Lexia Reading software on the progress of children experiencing reading difficulties in four Northern Ireland Schools. The program is designed to raise reading standards through a phonics-based approach to learning to read. A key feature of the software is the use of an "assessment without testing"…
Descriptors: Foreign Countries, Computer Software, Reading Difficulties, Reading Instruction
Jones, LaQuanta – ProQuest LLC, 2013
Reading research indicates a student's academic achievement is connected to his or her reading ability (Tindall & Nisbet, 2010). Children do not have sufficient reading skills because they lack the literacy skills necessary to be successful readers. These fundamental areas include phonics, reading comprehension, fluency, alphabetic awareness,…
Descriptors: Reading Skills, Elementary School Students, Grade 3, Statistical Analysis
Farrell-Meier, Colleen – ProQuest LLC, 2010
Data from instruments which are technically adequate and which inform instruction are not only considered best practice, but are legally mandated by laws such as the Individuals with Disabilities Education Improvement Act and No Child Left Behind. The Phonics Diagnostic Inventory (PDI) was designed to assess students' proficiency with specific…
Descriptors: Reading Difficulties, Reading Fluency, Federal Legislation, Disabilities
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Williams, Stacy A. S.; Staulters, Merry L. – Journal of Negro Education, 2010
Rural educators from several elementary schools in southwest Jamaica completed pre- and post-literacy surveys. Professional training was developed and provided in response to the pre-assessment results. Literacy training combined two essential skills: (a) ongoing assessment of literacy achievement and (b) evidenced-based intervention strategies.…
Descriptors: Phonics, Professional Training, Foreign Countries, Emergent Literacy
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Coleman, Rhoda; Goldenberg, Claude – Kappa Delta Pi Record, 2010
A fundamental challenge facing students who are English Learners is the interplay of oral language development--being able to speak and understand a language--and literacy development--learning to read and write the language. This interplay is especially challenging because each developmental process--oral language development and literacy…
Descriptors: Second Language Learning, Literacy, English (Second Language), English
Camilli, Gregory; Kim, Sun Hee; Vargas, Sadako – Education Policy Analysis Archives, 2008
A recent article by Stuebing, Barth, Cirino, Francis and Fletcher critiqued the findings of Camilli, Vargas, and Yurecko (2003) and Camilli, Wolfe, and Smith (2006). With a methodological argument, they attempted to resolve the conflict between these studies and the original report Teaching Children to Read (National Reading Panel, 2000). In…
Descriptors: Phonics, Reading Instruction, Literacy, Effect Size
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Ainsworth, Mary Taylor; Ortlieb, Evan; Cheek, Earl H., Jr.; Pate, Roberta Simnacher; Fetters, Carol – Language and Education, 2012
A teacher's role was dramatically changed from that of an educator to that of a facilitator with the adoption of semi-scripted curriculums. This case study explores teachers' perception and implementation of a state's English Language Arts curriculum in first-grade classrooms. Four first-grade teachers from a large urban school district were…
Descriptors: Urban Schools, Language Arts, Classrooms, Literacy Education
Au, Kathryn H. – Teachers College Press, 2011
"Literacy Achievement and Diversity" is the indispensable collection to the wisdom of respected literacy researcher Kathy Au. In this timely book, Au addresses the question of what educators can do to close the literacy achievement gap. She begins by outlining theory and research and then provides practical strategies to help teachers improve the…
Descriptors: Achievement Gap, Constructivism (Learning), Multicultural Education, Literacy
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