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Direct linkDenton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.; Barth, Amy E.; Vaughn, Sharon; Francis, David J. – Journal of Educational Psychology, 2013
This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also…
Descriptors: Reading Difficulties, Intervention, Student Characteristics, Grade 2
Peer reviewedByrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1993
Follow-up evaluation data were collected after one year on a program to teach young children about phonemic structures. Results with 63 experimental subjects in first grade and 56 controls indicate that children who enter school with advanced phonemic awareness score high on measures of word identification, decoding, and spelling. (SLD)
Descriptors: Control Groups, Decoding (Reading), Experimental Groups, Followup Studies
Peer reviewedByrne, Brian; Fielding-Barnsley, Ruth – Journal of Educational Psychology, 1991
A program to teach young children about phonological structure was evaluated with 64 experimental group and 62 control group preschoolers in Australia. Results support the efficacy of the program and the principle that phonological awareness and letter knowledge are necessary but not sufficient for acquisition of the alphabetic principle. (SLD)
Descriptors: Alphabets, Beginning Reading, Comparative Analysis, Control Groups
