A daily intensive supplemental reading and writing program was developed to assist students who were: 1. identified with a language disability and 2. identified as at-risk for reading failure in an urban elementary school. The purpose of the program was to help these students understand and develop the connection between oral and written language…

This article describes the implementation of small-group reading instruction as secondary- and tertiary-level components of a three-tier model of prevention and intervention. The study consisted of 83 students who were targeted in the winter of kindergarten as being at high risk for reading failure. Intervention consisted of evidence-based…

Methods of helping students to overcome reading problems are discussed. (CK)

Reading Recovery, a popular one-to-one tutoring program that Bush administration officials sought to shut out of a high-profile federal reading program, has gotten a rare thumbs-up from the federal What Works Clearinghouse. The positive rating comes after prominent researchers and federal reading officials tried to dissuade states and districts…

We conducted two case studies to evaluate the effectiveness of individualized remedial reading instruction linked to direct measures of student learning and transfer. The participants were two first grade children at serious risk of reading failure. The instruction targeted decoding of one syllable short vowel words and first emphasized…

The goal of the RF program, Part B of the No Child Left Behind Act of 2001 (NCLB), is to have all children reading at grade level by the end of third grade. There is no legislative precedent for this program, focused as it is on preventing reading failure in the early elementary years (US Department of Education, April 2002). Because the design of…

The Individuals with Disabilities Education Act requires that an Individualized Education Program (IEP) be developed for each child that receives special education services. To develop the most effective IEP, information is gathered from everyone who has worked with the child. In many schools the child receives early intervention services prior to…

The purpose of this investigation was to determine the effect of lexical restructuring on children's phonological awareness. Thirty-three preschool children were assessed for vocabulary skills and ability to detect rhyme. Results supported the lexical restructuring theory because expressive vocabulary abilities were correlated with rhyming…

The article presents a model of an effectively implemented visual phonics intervention program for kindergarten children at high risk for reading failure in a general education classroom. There is a growing body of professional literature documenting the effectiveness of visual phonics for children who are hard-of-hearing or deaf. There is little…

This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish-speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a…

The purpose of this study was to determine if phonemic awareness skills improved for first grade students classified as at-risk whose teachers used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Students' scores on a Kindergarten screening tool (Learning Disabilities Working Committee-LDWC, 2005) were compared to…

There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current…

This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family,…

The authors, both of whom are outside the network of scholars and practitioners typically associated with Reading Recovery, describe the instructional and teacher professional development components of the program and review related research. They then explore the theory and instructional assumptions on which RR is based, positing that both have…