Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Grantee Submission | 1 |
| Journal of Early Intervention | 1 |
| Journal of Learning… | 1 |
| Learning Disability Quarterly | 1 |
| Reading & Writing Quarterly | 1 |
| What Works Clearinghouse | 1 |
Author
| Baker, Doris Luft | 2 |
| Baker, Scott King | 2 |
| Burns, Darci | 2 |
| Kame'enui, Edward J. | 2 |
| Smolkowski, Keith | 2 |
| Bouton, Bobette | 1 |
| Cho, Eunsoo | 1 |
| Compton, Donald L. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| Garwood, Justin D. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 5 |
| Journal Articles | 4 |
| Reports - Evaluative | 1 |
Education Level
| Early Childhood Education | 6 |
| Elementary Education | 6 |
| Grade 1 | 6 |
| Primary Education | 6 |
| Grade 2 | 2 |
| Kindergarten | 2 |
| Grade 3 | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 4 |
| Stanford Achievement Tests | 2 |
| Early Childhood Longitudinal… | 1 |
| Strengths and Difficulties… | 1 |
| Woodcock Johnson Psycho… | 1 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 2 |
Peer reviewed
Direct linkMadden, Nancy A.; Slavin, Robert E. – Reading & Writing Quarterly, 2017
This article reports on 2 experiments in inner-city Baltimore evaluating a computer-assisted tutoring approach, Tutoring With Alphie (TWA), in which 1 paraprofessional can work with up to 6 children at a time. In Study 1, we randomly assigned 14 schools to receive TWA or to continue with whatever approaches they were currently using. Each…
Descriptors: Computer Assisted Instruction, Educational Technology, Tutoring, Randomized Controlled Trials
Download full textWhat Works Clearinghouse, 2017
"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…
Descriptors: Literacy Education, Intervention, Reading Difficulties, Reading Instruction
Cho, Eunsoo; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Bouton, Bobette – Journal of Learning Disabilities, 2014
The purpose of this study was to examine the role of a dynamic assessment (DA) of decoding in predicting responsiveness to Tier 2 small-group tutoring in a response-to-intervention model. First grade students (n = 134) who did not show adequate progress in Tier 1 based on 6 weeks of progress monitoring received Tier 2 small-group tutoring in…
Descriptors: Predictive Validity, Response to Intervention, Tutoring, Grade 1
Garwood, Justin D.; Varghese, Cheryl; Vernon-Feagans, Lynne – Journal of Early Intervention, 2017
Although evidence of negative associations between early literacy development and children's behavior problems exists, the field still lacks an understanding of the complicated links between these two areas. Children's gender has often not been included in much of the extant research as a potential moderating variable, yet gender differences may…
Descriptors: Behavior Problems, Hyperactivity, Attention Deficit Disorders, Child Behavior
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Learning Disability Quarterly, 2016
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
Baker, Doris Luft; Burns, Darci; Kame'enui, Edward J.; Smolkowski, Keith; Baker, Scott King – Grantee Submission, 2015
This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…
Descriptors: Small Group Instruction, Reading Instruction, Grade 1, Elementary School Students
