The purpose of this meta-analysis was to assess the overall effects of automaticity training of fundamental literacy component skills (i.e., letter names/sounds, individual words) on reading fluency and comprehension. Another purpose was to assess if the effects of automaticity training varied for reading fluency and comprehension. We identified…

Successful professional development programs for teachers are necessary conditions for school success. They include those that are scientifically- and/or evidence-based, such as a product-based model. This case study examined the impact of a product-based model of professional development on K-6 students' performances on the North Carolina…

Purpose: The purpose of this study is to describe the preappointment experiences of early-career headteachers in Tanzania and to discuss implications for postsecondary institutions and ministries of education in East Africa. Research Design: Seven novice headteachers in a suburb of Dar es Salaam, Tanzania, completed questionnaires and participated…

Culturally and linguistically diverse (CLD) students comprise the most rapidly expanding, and among the most educationally marginalized, group in the United States. CLD students' opportunities to learn are often diminished through service delivery models that are deficit-oriented, viewing linguistic diversity as a challenge to overcome, not a…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…

First implemented in 1987, Success for All (SFA) is one of the best-known and most thoroughly evaluated school reform models. It combines three basic elements: (1) Reading instruction that emphasizes phonics for beginning readers and comprehension for students at all levels, and that is characterized by a highly structured curriculum, an emphasis…

Four young children with severe and moderate handicaps were taught to generalize play responses. Across the four participants, training to generalize within-toy sets resulted in complete between-class generalization in 11 sets, partial generalization in 3 sets, and no generalization in 2 sets. (Author/CL)

The effects of a training procedure for modifying children's rehearsal techniques on memory tasks were investigated in this study. Thirty second-grade children were randomly assigned to feedback and no feedback conditions in an experiment conducted in four phases: baseline, training, immediate transfer, and delayed transfer. Four lists of 18…

The Corner Method, in which students must interact in such a way that the logical consequences of their actions force them to seek more socially useful behaviors, resulted in an increase in socially productive behaviors among eight behavior disordered students (10-12 years old). (CL)

This study attempted to determine the effects of running training, instruction on running techniques, or a combination of instruction and training on the running economy of 10-year-old children. No significant alterations in running economy or technique were produced as a result of the various regimens. (Author/MT)

A sensory extinction procedure (white noise programed through earphones) substantially reduced the stereotypic vocalization of two autistic children (9 years old) but had little practical effect on the clapping and object-dropping responses. (Author/CL)

Comparison of the relative effectiveness of oral and total communication training models for teaching expressive labeling skills to three echolalic autistic children (six-nine years old) demonstrated that total communication was the most successful approach with each of the Ss. (Author/CL)

Procedures were developed to teach two young children with severe handicaps to get an adult's attention and make a request. Both mastered a routine of getting up, walking over to the adult, and exhibiting appropriate attention-getting behavior after training. Behavior was maintained at a three-week follow-up. (Author/PB)