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Direct linkHelf, Shawnna; Cooke, Nancy L.; Konrad, Moira – Preventing School Failure, 2014
This study compared the reading gains of Kindergarten students who were at risk for reading failure who were taught with either a structured supplemental reading program or with teacher-designed or teacher-selected instruction. The authors used a quasi-experimental design with preexisting groups to examine changes from pretest to posttest.…
Descriptors: Kindergarten, Supplementary Education, Reading Instruction, Reading Difficulties
Sternberg, Robert J.; Jarvin, Linda; Birney, Damian P.; Naples, Adam; Stemler, Steven E.; Newman, Tina; Otterbach, Renate; Parish, Carolyn; Randi, Judy; Grigorenko, Elena L. – Journal of Educational Psychology, 2014
This study addressed whether prior successes with educational interventions grounded in the theory of successful intelligence could be replicated on a larger scale as the primary basis for instruction in language arts, mathematics, and science. A total of 7,702 4th-grade students in the United States, drawn from 223 elementary school classrooms in…
Descriptors: Success, Intervention, Intelligence, Grade 4
Chevere, Rebecca Melendez – ProQuest LLC, 2012
The purpose of this study was to determine to what extent struggling readers in the middle school (Grades 6-8) respond to interventions implemented through the response to intervention (RtI) model after being identified as having deficits in reading comprehension and fluency. The study examined progress of struggling sixth-grade students…
Descriptors: Reading Tests, Response to Intervention, Control Groups, Reading Comprehension
