We evaluated the impact of teaching complex grapheme-phoneme correspondences (GPC) derived from the Simplicity Principle to at-risk poor readers in Grade 2 classrooms, using a two-arm dual site matched control trial intervention. Poor word readers (n = 149) were allocated to either a) Simplicity GPC (n= 79) or b) Letter-Name Control (n= 70) small…

This exploratory study compares the shared book reading behaviours of five school aged children with DS (aged 11 years 6 months to 15 years 6 months) before and after participation in an intervention which included selected components of the MultiLit Reading Tutor Program. The program was delivered 1:1 to participants each week over a 12 week…

"Fast ForWord"[R] is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The program, which is designed to be used 30 to 100 minutes a day, five days a week, for 4 to 16 weeks, includes two components. The first component aims to build…

This study compared the reading achievement levels of 323 third grade students from a Caribbean school district receiving instruction from three different programs. Students were identified as at risk with a 95% minority enrollment, 100% free lunch and transportation, and the lowest NAEP test scores in the nation. Total standardized test scores…

Three approaches to initial reading instruction were evaluated to determine their relative effectiveness in establishing word recognition skills. Significant differences between the three groups of children were found in the posttest scores: a special alphabet approach produced highest scores; a phonetic approach, next highest; and a look-say…