Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Source
| Journal of Learning… | 1 |
| Language, Speech, and Hearing… | 1 |
| Learning Disability Quarterly | 1 |
| RAND Corporation | 1 |
| Topics in Early Childhood… | 1 |
Author
| Antil, Lawrence R. | 1 |
| Baird, Matthew | 1 |
| Burkhauser, Susan | 1 |
| Dale, Philip S. | 1 |
| Gates, Susan M. | 1 |
| Gillon, Gail T. | 1 |
| Gu, Kun | 1 |
| Hamilton, Laura S. | 1 |
| Harvey, Melody | 1 |
| Heaton, Paul | 1 |
| Jeanne Wanzek | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 5 |
| Journal Articles | 4 |
Education Level
| Elementary Education | 1 |
| Grade 1 | 1 |
Audience
| Researchers | 5 |
| Practitioners | 2 |
Location
| California | 1 |
| District of Columbia | 1 |
| Illinois | 1 |
| Louisiana | 1 |
| Maryland | 1 |
| New York | 1 |
| New Zealand | 1 |
| North Carolina | 1 |
| Tennessee | 1 |
| Wisconsin | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 2 |
| Meets WWC Standards with or without Reservations | 5 |
Direct linkGates, Susan M.; Hamilton, Laura S.; Martorell, Paco; Burkhauser, Susan; Heaton, Paul; Pierson, Ashley; Baird, Matthew; Vuollo, Mirka; Li, Jennifer J.; Lavery, Diana Catherine; Harvey, Melody; Gu, Kun – RAND Corporation, 2014
New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its…
Descriptors: Principals, Administrator Role, Academic Achievement, Professional Development
Jeanne Wanzek; Sharon Vaughn – Journal of Learning Disabilities, 2008
Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…
Descriptors: Intervention, Reading Fluency, Student Reaction, Acceleration (Education)
Peer reviewedGillon, Gail T. – Language, Speech, and Hearing Services in Schools, 2000
This study investigated the efficacy of an integrated phonological awareness intervention approach with 61 New Zealand children (ages 5-7) with spoken language impairment (SLI) and 30 typically developing children. Children who received the phonological awareness intervention reached levels of performance similar to typically developing children…
Descriptors: Articulation (Speech), Foreign Countries, Instructional Effectiveness, Intervention
Peer reviewedVadasy, Patricia F.; Jenkins, Joseph R.; Antil, Lawrence R.; Wayne, Susan K.; O'Connor, Rollanda E. – Learning Disability Quarterly, 1997
Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…
Descriptors: Beginning Reading, Early Intervention, Grade 1, Individual Instruction
Peer reviewedDale, Philip S.; And Others – Topics in Early Childhood Special Education, 1996
This study evaluated effects of training parents of 33 children (ages 3 to 6) with mild/moderate language delays in either effective joint book-reading techniques (using the Whitehurst Dialogic Reading Training Program) or more general conversational instruction. Results suggest the potential of the book-reading training for facilitating language…
Descriptors: Dialogs (Language), Interaction, Language Acquisition, Language Impairments
