The ability to read is fundamental in determining an individual's academic success and social integration, and it is also known to have an impact on other cognitive abilities. A lack of foundational pre-reading skills can accumulate later, causing reading and learning problems. Early diagnosis and development of these skills are therefore…

Despite the surge in efficacy studies, the relative effectiveness of any two math interventions is largely unknown and replications are rare. To ensure that students benefit from high-quality learning experiences, the current conceptual replication of Wang and Woodworth, a randomized control trial, evaluated the relative impacts of two computer…

The purpose of this randomized control trial (RCT) was to examine the impact of one-to-one high-dosage tutoring on reading achievement of kindergarten and first grade students, many at risk of reading failure. This nearly two-year study collected reading assessment data from 185 students, from across 13 classrooms, randomly assigned to either the…

The goal of this work was to examine the effects of computerized instruction in elementary school children in the context of COVID-19 school closure and pre-COVID-19 times. Specifically, this project investigated how the program i-Ready may facilitate reading skills during COVID-19 school closure and pre-COVID in-person learning. Moreover, this…

The purpose of this quantitative quasi-experimental, pretest-posttest, control group design study was to investigate the effects of Response to Intervention (RtI) and computer-based programs on addressing literacy acquisition skills. This study is important because there is an inordinate number of students who are designated as requiring special…

Learning to read is an essential skill for later academic success, positive self-esteem, and gainful employment. Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school. Recent data suggests that many students in today's schools do not become skilled…

Difficulties in implementing effective instruction for at-risk students arise from two challenges: the transfer of evidence-based knowledge and the lack of economic resources. Computer-assisted programmes offer a suitable solution, providing quality instruction using low-cost resources. Thirty-two first-grade students with early learning…

Background: In 2018, it was found that only a quarter of Grade 3 children in India were reading at grade level. A growing demand for English education has further limited children's literacy achievement. Despite a strong evidence base in favour of using systematic phonics for building English literacy skills, many teachers in India continue to use…

Purpose: This study was designed to assess the efficiency of a French version of "GraphoGame" (GG) against an equally engaging math intervention ("Fiete Math," FM) in a large school sample of children from socioeconomically disadvantaged neighborhoods in grade 1 (N = 921). Method: The intervention was implemented in two…

The onset of the COVID-19 pandemic forced teachers to shift teaching and learning from face-to-face in brick-and-mortar classrooms to online learning platforms. For many teachers, this abrupt change was not an easy transition, particularly when working with students in early childhood who are reading and writing in the early years of literacy…

Do learners of a second language (L2) need frequent contact with native speakers of that language in order to master its phonology? What if they hear audio recordings of native speakers and receive immediate corrective feedback about their perception? We used a randomized controlled experiment with 135 Chinese speakers (with English as their L2)…