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Direct linkFuchs, Douglas; Hendricks, Emma; Walsh, Meagan E.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Zhang Tracy, Wen; Patton, Samuel, III.; Davis, Nicole; Kim, Wooliya; Elleman, Amy M.; Peng, Peng – Grantee Submission, 2018
We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 120 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the 2 tutoring conditions and a…
Descriptors: Reading Comprehension, Multidimensional Scaling, Reputation, Reading Programs
Jones, Curtis J.; Lander, Rachel; Westrum, Rachel – Grantee Submission, 2015
The purpose of this study was to examine the impact of the i3-funded SPARK program on the literacy development of students in kindergarten through third grade. The SPARK program represents a collaboration between Boys & Girls Clubs of Greater Milwaukee and the Milwaukee Public Schools. In the study, two cohorts of students were randomly…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2
Hank Fien; Jean L. M. Smith; Keith Smolkowski; Scott K. Baker; Nancy J. Nelson; Erin Chaparro – Grantee Submission, 2015
This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
