NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20250
Since 20240
Since 2021 (last 5 years)0
Since 2016 (last 10 years)4
Since 2006 (last 20 years)6
Descriptor
Grade 16
Skill Development6
Elementary School Students5
Emergent Literacy5
Reading Fluency5
At Risk Students4
Reading Instruction4
Grade 23
Hispanic American Students3
Program Effectiveness3
Reading Comprehension3
Reading Difficulties3
Achievement Tests2
African American Students2
Bilingual Education2
Comparative Analysis2
Conventional Instruction2
English Language Learners2
Grade 32
Kindergarten2
Language of Instruction2
Longitudinal Studies2
Pretests Posttests2
Randomized Controlled Trials2
Reading Programs2
More ▼
Source
Grantee Submission1
Journal of Special Education1
Learning Disability Quarterly1
Online Submission1
ProQuest LLC1
Wake County Public School…1
Author
Baker, Doris Luft2
Baker, Scott King2
Burns, Darci2
Kame'enui, Edward J.2
Smolkowski, Keith2
Cartledge, Gwendolyn1
Council, Morris, III1
Damico, Danielle1
Gamble, Harrison1
Gardner, Ralph, III1
Harris, Angel1
Hill, Darryl1
Konrad, Moira1
Lenard, Matthew1
Millett, Joseph Ridge1
Newton, Stephen1
Su, Yu1
Telesman, Alana Oif1
Zoski, Jennifer1
More ▼
Publication Type
Reports - Research5
Journal Articles2
Dissertations/Theses -…1
Education Level
Elementary Education6
Grade 16
Early Childhood Education5
Primary Education5
Grade 23
Grade 32
Kindergarten2
Audience
Location
Texas2
North Carolina1
Laws, Policies, & Programs
Assessments and Surveys
Dynamic Indicators of Basic…6
Stanford Achievement Tests2
Iowa Tests of Basic Skills1
Peabody Picture Vocabulary…1
What Works Clearinghouse Rating
Meets WWC Standards without Reservations1
Meets WWC Standards with or without Reservations1
Showing all 6 results Save | Export
Preventing Reading Failure for First-Grade Students in an Urban School
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Telesman, Alana Oif; Konrad, Moira; Cartledge, Gwendolyn; Gardner, Ralph, III; Council, Morris, III – Journal of Special Education, 2019
This study sought to examine the effectiveness of Reading RACES (RR), a computer program designed to deliver a repeated reading intervention with culturally relevant passages. Specifically, this study examined the effects of RR on the oral reading fluency (ORF) and comprehension gains for first-grade learners in an urban setting and whether these…
Descriptors: Grade 1, Elementary School Students, Urban Schools, African American Students
Examining the Impact of Amplify Reading on Student Literacy in Grades K-2. 2019 Report
PDF on ERIC Download full text
Newton, Stephen; Gamble, Harrison; Su, Yu; Zoski, Jennifer; Damico, Danielle – Online Submission, 2019
This paper presents the results of a quasi-experimental study examining the effectiveness of Amplify Reading, a digital supplemental literacy curriculum that students play independently at school or at home, in improving student literacy outcomes as measured by end of year Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Next for…
Descriptors: Literacy Education, Reading Instruction, Grade 1, Grade 2
Nurturing for a Bright Tomorrow: Experimental Evidence for Two Kindergarten Cohorts. DRA Report No. 19.07
PDF on ERIC Download full text
Lenard, Matthew; Harris, Angel; Hill, Darryl – Wake County Public School System, 2019
In response to chronically low gifted identification rates in the majority of elementary schools among Black and Hispanic/Latino students, the Wake County Public School System (WCPSS) launched Nurturing for a Bright Tomorrow (NBT) in Fall 2014. NBT was a multicomponent curricular enhancement program designed to train early elementary school…
Descriptors: Public Schools, Elementary School Students, Academically Gifted, Talent Identification
Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Learning Disability Quarterly, 2016
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
Does Supplemental Instruction Support the Transition from Spanish to English Reading Instruction for First-Grade English Learners at Risk of Reading Difficulties?
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Grantee Submission, 2015
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
The Ability of Oral Fluency to Predict Reading Comprehension among ELL Children Learning to Read
Direct linkDirect link
Millett, Joseph Ridge – ProQuest LLC, 2011
The current study analyzed existing data, collected under a previous U.S. Department of Education Reading First grant, to investigate the strength of the relationship between scores on the first- through third-grade Dynamic Indicators of Basic Early Literacy Skills-Oral Reading Fluency (DIBELS-ORF) test and scores on a reading comprehension test…
Descriptors: Reading Comprehension, Reading Fluency, Reading Failure, Second Language Learning