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Direct linkJessica Leigh Block – ProQuest LLC, 2022
Rapid Automatic Naming (RAN) is commonly thought of as one of the best predictors of reading achievement when compared to phonological awareness and letter name knowledge (Norton & Wolf, 2012). However, only one previous study has demonstrated significant growth following a RAN intervention (Vander Stappen & Reybroeck, 2018). This…
Descriptors: Naming, Reading Processes, Reading Achievement, Phonological Awareness
Peer reviewedGökçe, Semirhan; Güner, Pinar; Bastug, Muhammet – Psychology in the Schools, 2023
The purpose of this study is to develop tests for monitoring the number sense skills of primary school students based on proficiency definitions and to compare their number sense skills according to gender, school type, and mother's educational level. The first stage addressed to test development in which anchor items were used for vertical…
Descriptors: Mathematics Tests, Mathematics Skills, Number Concepts, Elementary School Students
Download full textHamdan, Ribhi Khaleel Ahmad – Journal of Education and Practice, 2017
This study aimed at investigating the effectiveness of Using Pictorial Story in raising the achievement in Arabic among second grade students in Irbid. The sample of the study consisted of 80 male and female students among second grade. The sample was chosen intentionally, and the students were enrolled in four sections: two experimental groups…
Descriptors: Pictorial Stimuli, Story Telling, Semitic Languages, Grade 2
Powell, Sarah R.; Cirino, Paul T.; Malone, Amelia S. – Exceptional Children, 2017
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We…
Descriptors: Intervention, Evidence Based Practice, Mathematics Instruction, Predictor Variables
Chevalier-Metzger, Teresia – ProQuest LLC, 2013
State and local assessment data from 117 students in one school in the California Central Valley were examined to determine how much participation in a kindergarten through second grade multitiered reading intervention model contributed to third grade reading achievement, over and above the demographic factors of ethnicity, socioeconomic status,…
Descriptors: Reading Instruction, Intervention, Kindergarten, Grade 1
Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.; Barth, Amy E.; Vaughn, Sharon; Francis, David J. – Journal of Educational Psychology, 2013
This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also…
Descriptors: Reading Difficulties, Intervention, Student Characteristics, Grade 2
Vadasy, Patricia F.; Sanders, Elizabeth A.; Abbott, Robert D. – Scientific Studies of Reading, 2008
This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals…
Descriptors: Reading Difficulties, Intervals, Reading Fluency, Early Reading
