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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
Download full textNese, Joseph F. T.; Anderson, Daniel; Irvin, P. Shawn; Alonzo, Julie – Behavioral Research and Teaching, 2018
This in-brief technical report documents the results from two different analytic approaches for examining the reliability of the slope for easyCBM® reading measures in Grades K-8. Results varied by grade, assessment measure, and the analytic approach. Results patterns are discussed.
Descriptors: Curriculum Based Assessment, Response to Intervention, Kindergarten, Grade 1
Peer reviewedWhat 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
Oslund, Eric L.; Simmons, Deborah C.; Hagan-Burke, Shanna; Kwok, Oi-Man; Simmons, Leslie E.; Taylor, Aaron B.; Coyne, Michael D. – Learning Disability Quarterly, 2015
This study examined the changing role and longitudinal predictive validity of curriculum-embedded progress-monitoring measures (CEMs ) for kindergarten students receiving Tier 2 intervention and identified as at risk of developing reading difficulties. Multiple measures were examined to determine whether they could predict comprehensive latent…
Descriptors: Predictor Variables, Curriculum, Reading Achievement, Kindergarten
What Works Clearinghouse, 2013
The "Read Naturally"[R] program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…
Descriptors: Reading Programs, Intervention, Elementary School Students, Beginning Reading
Simmons, Deborah C.; Taylor, Aaron B.; Oslund, Eric L.; Simmons, Leslie E.; Coyne, Michael D.; Little, Mary E.; Rawlinson, D'Ann M.; Hagan-Burke, Shanna; Kwok, Oi-man; Kim, Minjung – Reading and Writing: An Interdisciplinary Journal, 2014
This longitudinal study examined (a) the second-grade reading outcomes of 368 children who participated in either experimental or school-designed supplemental intervention in kindergarten, and (b) the influence and interactions of learner variables and type of intervention on reading achievement. Descriptive findings indicated that percentages of…
Descriptors: Grade 2, Elementary School Students, Kindergarten, Intervention
O'Connor, Rollanda E.; Bocian, Kathleen M.; Sanchez, Victoria; Beach, Kristen D. – Journal of Learning Disabilities, 2014
In this study, we tested the outcomes of access to a response to intervention (RtI) model in kindergarten or in first grade on end-of-Grade-2 reading achievement and placement in special education. Across five schools, 214 students who began having access to Tier 2 intervention in kindergarten or first grade were compared in Grades 1 and 2 with…
Descriptors: Response to Intervention, Kindergarten, Young Children, Models
Nag, Sonali; Snowling, Margaret J. – Scientific Studies of Reading, 2012
We report the associations between phonological awareness and orthographic knowledge in readers of alphasyllabic Kannada. Less fluent 9- to 12-year-olds with lower orthographic knowledge were at floor on phoneme tasks, but more fluent readers, with greater orthographic knowledge, showed significant phonemic awareness. Orthographic knowledge,…
Descriptors: Learning Theories, Syllables, Language Universals, Phonological Awareness
What Works Clearinghouse, 2013
The "Read Naturally[R]" program is a supplemental reading program that aims to improve reading fluency, accuracy, and comprehension of elementary and middle school students using a combination of texts, audio CDs, and computer software. The program uses one of four products that share a common fluency-building strategy: "Read…
Descriptors: Reading Programs, Program Effectiveness, Elementary School Students, Computer Uses in Education
Adlof, Suzanne M.; Catts, Hugh W.; Lee, Jaehoon – Journal of Learning Disabilities, 2010
Multiple studies have shown that kindergarten measures of phonological awareness and alphabet knowledge are good predictors of reading achievement in the primary grades. However, less attention has been given to the early predictors of later reading achievement. This study used a modified best-subsets variable-selection technique to examine…
Descriptors: Reading Comprehension, Reading Difficulties, Alphabets, Reading Achievement
