Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 2 |
Since 2006 (last 20 years) | 14 |
Descriptor
Source
Author
Baker, Scott K. | 2 |
Dimino, Joseph | 2 |
Fien, Hank | 2 |
Gersten, Russell | 2 |
Jayanthi, Madhavi | 2 |
Newman-Gonchar, Rebecca | 2 |
Smolkowski, Keith | 2 |
Taylor, Mary Jo | 2 |
Adkins, Mary | 1 |
Ashworth, Kristen E. | 1 |
Chansa-Kabali, Tamara | 1 |
More ▼ |
Publication Type
Journal Articles | 10 |
Reports - Research | 9 |
Reports - Evaluative | 3 |
Dissertations/Theses -… | 2 |
Education Level
Grade 1 | 14 |
Elementary Education | 11 |
Early Childhood Education | 5 |
Elementary Secondary Education | 4 |
Primary Education | 4 |
Kindergarten | 3 |
Grade 2 | 2 |
Grade 3 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
Higher Education | 1 |
More ▼ |
Audience
Laws, Policies, & Programs
Elementary and Secondary… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 1 |
Graham, Steve; Harris, Karen R.; Adkins, Mary – Reading and Writing: An Interdisciplinary Journal, 2018
The impact of supplemental handwriting and spelling instruction on learning to write was examined in an experimental study with first grade students who were not acquiring these skills as rapidly as their classmates. Thirty students (16 boys, 14 girls) were randomly assigned to a handwriting and spelling instructional condition or a phonological…
Descriptors: Handwriting, Spelling Instruction, Phonological Awareness, Accuracy
Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca – Journal of Research on Educational Effectiveness, 2018
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…
Descriptors: Vocabulary Development, Teaching Methods, Faculty Development, Grade 1
Jaspers, Kathryn E.; Williams, Robert L.; Skinner, Christopher H.; Cihak, David; McCallum, R. Steve; Ciancio, Dennis J. – Journal of Behavioral Education, 2012
We used an adapted alternating treatments design to evaluate and compare the effects of 2 spelling interventions on spelling acquisition and maintenance, word reading, and vocabulary in three first-grade students. The first intervention, Cover, Copy, and Compare (CCC), involved having participants look at a word, cover it, write it, then compare…
Descriptors: Sentences, Spelling, Intervention, Word Recognition
Jere-Folotiya, Jacqueline; Chansa-Kabali, Tamara; Munachaka, Jonathan C.; Sampa, Francis; Yalukanda, Christopher; Westerholm, Jari; Richardson, Ulla; Serpell, Robert; Lyytinen, Heikki – Educational Technology Research and Development, 2014
This intervention study was conducted to document conditions under which a computer based literacy game (GraphoGame™) could enhance literacy skills of first grade students in an African city. The participants were first grade students from Government schools (N = 573). These students were randomly sampled into control (N = 314) and various…
Descriptors: Foreign Countries, Grade 1, Elementary School Students, Control Groups
Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet – Elementary School Journal, 2013
This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…
Descriptors: Grade 1, Elementary School Students, Program Evaluation, Intervention
Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin – Journal of Learning Disabilities, 2015
This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
Ashworth, Kristen E. – ProQuest LLC, 2012
The purposes of this study were to determine the effectiveness of a vocabulary intervention for first-grade students at risk for reading and language difficulties and to compare the results of a regression discontinuity design to those of an experimental design. The specific research questions were: (1) Do first-graders who are at risk of reading…
Descriptors: Elementary School Students, At Risk Students, Comparative Analysis, Reading Difficulties
Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Newman-Gonchar, Rebecca; Taylor, Mary Jo – Society for Research on Educational Effectiveness, 2013
The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory,…
Descriptors: Faculty Development, Vocabulary Development, Observation, Grade 1
Sherman, Judy – SRATE Journal, 2011
Many school systems mandate sight word mastery by their students, and this can be challenging for certain student populations. With a Professional Development School, college interns conducted an inquiry project with struggling first graders to learn required sight vocabulary. The inquiry project explored the use of American Sign Language to…
Descriptors: Professional Development Schools, Sight Vocabulary, Vocabulary Development, Grade 1
Piasta, Shayne B.; Connor, Carol McDonald; Fishman, Barry J.; Morrison, Frederick J. – Scientific Studies of Reading, 2009
We examined the relations of teacher knowledge (n = 42 first-grade teachers), explicit decoding instruction provided, and students' (n = 437) word-reading gains. Results revealed an interaction between teacher knowledge and observed decoding instruction: For students of more knowledgeable teachers, more time in explicit instruction predicted…
Descriptors: Teacher Characteristics, Decoding (Reading), Elementary School Teachers, Grade 1
Korat, Ofra – Computers & Education, 2010
The effect of reading an electronic storybook (e-book) on Israeli children's language and literacy was examined in kindergarten children (N = 40; age 5:2-6:3) compared to first graders (N = 50; age 6:3-7:4). The children in each age group were randomly assigned to two groups: an intervention group which read the e-book five times and a control…
Descriptors: Control Groups, Reading Comprehension, Kindergarten, Grade 1
Neugebauer, Sabina Rak; Currie-Rubin, Rachel – Reading Teacher, 2009
A read-aloud program focused on vocabulary and comprehension skills for children bilingual in Quechua and Spanish was evaluated for efficacy. The authors present a study with classrooms of first-grade students, suggesting that specific read-aloud strategies that target the use of background knowledge in a discussion-based format can be a…
Descriptors: Reading Comprehension, Reading Aloud to Others, Foreign Countries, Reading Instruction
Haystead, Mark W. – Marzano Research Laboratory, 2009
This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the elementary school level. During the 2008-2009 school year, 26 teachers at 7 elementary schools participated in independent action research studies regarding the extent to which a six step approach to direct…
Descriptors: Action Research, Vocabulary, Vocabulary Development, Direct Instruction
Hammett, Carol Totsky – ProQuest LLC, 2009
The purpose of this study was to explore vocabulary acquisition of primary grade children. Specifically, the study used a unique teaching strategy that added physical movement to typical read-aloud sessions with kindergarten and first grade children. Although a review of reading research revealed a plethora of studies, very few studies…
Descriptors: Vocabulary Development, Elementary School Students, Kindergarten, Grade 1