We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or…

Teachers' implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers' intervention fidelity (exposure, adherence, and quality) of targeted reading…

This study, framed by the component model of reading (CMR), examined the relative importance of kindergarten-entry predictors of first grade reading performance. Specifically, elements within the ecological domain included dialect, maternal education, amount of preschool, and home literacy; elements within the psychological domain included…

This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading…

In this study, response to intervention and stability of reading performance of 41 kindergarten children identified as at risk of reading difficulty were evaluated from kindergarten through third grade. All students were assessed in the fall of each academic year to evaluate need for intervention, and students who fell below the 30th percentile on…

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention.…

In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading…

A study compared the effectiveness of phonemic awareness and decoding training for 58 first graders with and without severe lexical retrieval weaknesses. All students demonstrated poor phonemic awareness. Students with relatively strong lexical retrieval skills responded more favorably to beginning reading instruction than did students with weak…