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Download full textThrash, Courtney; Yin, Ming; Baumgartner, Erin – Houston Education Research Consortium, 2021
Greater utilization of certain Literacy by 3 classroom practices is associated with the increased likelihood of a campus exceeding district average growth in reading. Though the Literacy by 3 program has been in the Houston Independent School District (HISD) since the 2014-2015 school year, this study is the first to examine the relationship…
Descriptors: Literacy Education, School Districts, Classroom Techniques, Program Effectiveness
Peer reviewedMerrell, Christine; Kasim, Adetayo – Education Endowment Foundation, 2015
Butterfly Phonics aims to improve the reading of struggling pupils through phonics instruction and a formal teaching style where pupils sit at desks in rows facing the teacher. It is based on a course book created by Irina Tyk, and was delivered in this evaluation by Real Action, a charity based in London. Real Action staff recruited and trained…
Descriptors: Phonics, Reading Instruction, Reading Difficulties, Teaching Methods
Styles, Ben; Stevens, Eleanor; Bradshaw, Sally; Clarkson, Rebecca – Education Endowment Foundation, 2014
The Vocabulary Enrichment Full Programme combined three existing programmes--the Vocabulary Enrichment Intervention Programme (VEIP), Sounds-Write and Literacy Plus--and aimed to improve the reading abilities of pupils in Year 7. VEIP is a structured scheme that teaches children new words and encourages them to use these words in speaking and…
Descriptors: Vocabulary Development, Enrichment Activities, Teaching Methods, Foreign Countries
Miller, Sarah; Biggart, Andy; Sloan, Seaneen; O'Hare, Liam – Education Endowment Foundation, 2017
Success for All (SfA) is a whole-school approach to improving literacy in primary schools. Teachers receive training in areas including group learning strategies, phonics, and assessment, and are provided with structured daily lesson plans and teaching materials. There is also support for school leadership in areas such as data management, ability…
Descriptors: Holistic Approach, Literacy Education, Elementary Education, Faculty Development
Direct linkCorcoran, Roisin P.; Ross, Steven M. – Center for Research and Reform in Education, 2015
The study was implemented in the Title I Marinette School District using a randomized experimental design and parallel quasi experimental design spanning three grades 1-3 in 3 district elementary schools. The Remediation Plus Intervention is a multi-sensory, systematic synthetic phonics curriculum for all ages of students who struggle with…
Descriptors: Remedial Programs, Remedial Reading, Remedial Instruction, Program Effectiveness
Beam, Margaret; Faddis, Bonnie – RMC Research Corporation, 2012
The purpose of this evaluation of Scholastic's "System 44" conducted by RMC Research was to expand the existing research on students with learning disabilities by conducting a randomized study of struggling readers with approximately half of the sample comprised of students with learning disabilities. Specifically, this evaluation…
Descriptors: Reading Programs, Reading Difficulties, Phonics, Decoding (Reading)
Beam, Margaret; Faddis, Bonnie J.; Hahn, Karen – RMC Research Corporation, 2011
Scholastic's "System 44" is a foundational reading program intended for older struggling readers who have not mastered basic phonics and decoding skills. Combining researched-based phonics instruction with adaptive technology, "System 44" is designed to improve students' word reading accuracy, fluency, and comprehension. The…
Descriptors: Reading Programs, Reading Difficulties, Phonics, Decoding (Reading)
Gamse, Beth C.; Jacob, Robin Tepper; Horst, Megan; Boulay, Beth; Unlu, Fatih – National Center for Education Evaluation and Regional Assistance, 2008
This report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 established Reading First (RF) and mandated its…
Descriptors: Reading Comprehension, Teaching Methods, Regression (Statistics), State Programs
Notari, Angela – 1996
Effects of instruction in phonemic awareness during preschool and/or kindergarten on the metalinguistic development and subsequent reading achievement of young children with disabilities were investigated in this project. The main focus of study combined a longitudinal and experimental design in which 79 preschool children with disabilities…
Descriptors: Beginning Reading, Disabilities, Early Intervention, Instructional Effectiveness
