We evaluated the long-term effects of a supplemental, small-group kindergarten vocabulary intervention in fall and spring of first grade and winter of second grade. Participants included students from two studies, an initial efficacy study and a subsequent replication study, identified as at risk for language and learning difficulties, who were…

The "Examining Implementation and Outcomes of the Project On-Track High-Dosage Literacy Tutoring Program" study describes the characteristics of students who participated in a full year of Project On-Track, a high-dosage, small-group literacy tutoring program for students in grade 1-3. Its online adaptive program, Amplify Reading, groups…

The findings of a community-wide effort to improve K-3rd-grade literacy engagement in an urban community in the United States are reported. Four elementary schools were chosen as data sites to collect assessment scores at three points in the year based on reading and literacy scores on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS)…

School districts in northeastern Tennessee have had persistently low proficiency rates in grade 3 English language arts, which were exacerbated by disruptions in schooling due to the Covid-19 pandemic. In response, the Niswonger Foundation, a technical assistance provider that supports these districts, developed Project On-Track, a high-dosage,…

This study examined the role of initial skill in moderating intervention effects of a 50 lesson mathematics intervention program, ROOTS, for at risk kindergarten students focused on developing whole number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

Reading Rescue (Reading Rescue), a research and evidence-based programme for struggling readers (Ehri et al., 2007; Miles et al., 2018), was developed by an academic in response to the cost and lack of explicit letter, phonemic awareness and phonics instruction in Reading Recovery. Reading Rescue represents a pathway from research to practice. An…

This study examined the role of initial skill in moderating intervention effects of a 50-lesson mathematics intervention program, ROOTS, for at-risk kindergarten students focused on developing whole-number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned…

LXD Research analyzed data from 462 students in first grade who were Below or Well Below Benchmark at the beginning of the year and participated in using the Phonics Lesson Library and the Phonics Chip Kit as an intervention in CA for the 2021-2022 school year. The product is a Tier 2 or Tier 3 phonics intervention using lessons and manipulatives…

Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities…

Group size and treatment intensity are understudied topics in mathematics intervention research. This study examined whether the treatment intensity and overall intervention effects of an empirically-validated Tier 2 mathematics intervention varied between intervention groups with 2:1 and 5:1 student-teacher ratios. Student practice opportunities…

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…

Background/Context: Reading achievement declined drastically during the COVID-19 pandemic (Bailey et al., 2021). One report suggests more than one-third of fourth-grade students cannot read at a basic level and access to effective literacy instruction is particularly limited for minority students and students with learning disabilities (Ellis et…

This program evaluation took place in Harnett County Schools, North Carolina. This study evaluated two common reading intervention programs currently used in the Harnett district. This evaluation compared and examined the effectiveness of Reading Recovery and Leveled Literacy Intervention on a subset of students at Highland Elementary School, a…

This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the…

During the fall of the 2016-17 school year, first, second, and third grade students in six elementary schools -- two in St. Paul and Eagan, Minnesota, and four in Bedford County in the Piedmont region of Virginia -- were assigned to take part in randomized efficacy trials carried out for the purpose of rigorously evaluating the impact of…