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Download full textSchechter, Rachel L.; Lynch, Alicia D. – Online Submission, 2023
LXD Research analyzed data from 945 students in kindergarten who were Below or Well Below Benchmark at the beginning of the year and participated in using the Phonological Awareness (PA) Lessons Deluxe Package as an intervention in CA in Fall 2021. The product is a Tier 2 or Tier 3 intervention for grades K-2 that includes lessons and…
Descriptors: Kindergarten, Phonological Awareness, Learning Experience, Educational Legislation
Maddox, Krissy; Feng, Jay – Online Submission, 2013
The purpose of this study is to investigate the efficacy of whole language instruction versus phonics instruction for improving reading fluency and spelling accuracy. The participants were the first grade students in the researcher's general education classroom of a non-Title I school. Stratified sampling was used to randomly divide…
Descriptors: Whole Language Approach, Phonics, Teaching Methods, Reading Fluency
Peer reviewed
Direct linkHooper, Stephen R.; Costa, Lara-Jeane C.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B. – Grantee Submission, 2013
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n=138), and then randomized into treatment (n=68) versus business-as-usual conditions (n=70). A…
Descriptors: Writing Skills, Written Language, Writing Instruction, Special Needs Students
Hooper, Stephen R.; Costa, Lara-Jeane C.; McBee, Matthew; Anderson, Kathleen L.; Yerby, Donna Carlson; Childress, Amy; Knuth, Sean B. – Annals of Dyslexia, 2013
In a randomized controlled trial, 205 students were followed from grades 1 to 3 with a focus on changes in their writing trajectories following an evidence-based intervention during the spring of second grade. Students were identified as being at-risk (n = 138), and then randomized into treatment (n = 68) versus business-as-usual conditions (n =…
Descriptors: Writing Skills, Written Language, Writing Instruction, Special Needs Students
Biggers, Mandy; Forbes, Cory T.; Zangori, Laura – Elementary School Journal, 2013
Previous research suggests that elementary teachers vary in their enactment of science curriculum materials and may not always engage students in substantive sense making. This mixed-methods study investigates elementary teachers' use of science curriculum materials to engage students in the scientific practice of comparing and evaluating…
Descriptors: Elementary School Teachers, Elementary School Science, Science Instruction, Inquiry
Inprasitha, Maitree – Journal of Science and Mathematics Education in Southeast Asia, 2011
In Thailand, the Center for Research in Mathematics Education (CRME) has been implementing Japanese Lesson Study (LS) since 2002. An adaptive feature of this implementation was the incorporation of four phases of the Open Approach as a teaching approach within the three steps of the LS process. Four phases of this open approach are: 1) Posing…
Descriptors: Evidence, Mathematics Education, Discussion, Lesson Plans
