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A Comparison of Two Reading Programs on the Reading Outcomes of First-Grade Students
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Tobin, Kevin G.; Calhoon, Mary Beth – Journal of Direct Instruction, 2009
The purpose of this study was to compare the effect of two theoretically different reading programs on the reading outcomes of first-grade students (N = 107). Two elementary schools were chosen for participation based on the first-grade reading program currently being implemented in the schools. One school used the "Horizons Fast Track…
Descriptors: Reading Fluency, Phonemes, Reading Programs, Reading Instruction
The Relative Impact of Remedial Reading Instruction on the Basic Reading Skills of Students with Emotional Disturbance and Learning Disabilities
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Benner, Gregory J. – Journal of Direct Instruction, 2007
The purpose of this study was twofold: (a) to examine the effects of remedial reading instruction on the basic reading skills of elementary and middle school students with high-incidence disabilities (n = 45) and their comparison condition counterparts (n = 23); and (b) to examine the relative responsiveness of participating students with…
Descriptors: Remedial Reading, Reading Fluency, Emotional Disturbances, Learning Disabilities
The Effects of the "Horizons" Reading Program and Prior Phonological Awareness Training on the Reading Skills of First Graders.
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Tobin, Kevin G. – Journal of Direct Instruction, 2003
Evaluates the effectiveness of the "Horizons Fast Track A-B" program on first-grade students' decoding skills and oral reading fluency. Notes that two classes used "Horizons Fast Track" and two classes used a Silver, Burdett, and Ginn (SBG) curriculum. Finds that classes that received "Horizons" instruction…
Descriptors: Academic Achievement, Comparative Analysis, Grade 1, Primary Education
Training a Paraprofessional to Implement "Spelling Mastery" and Examining Its Effectiveness for Students with Learning Disabilities
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Owens, Sherie H.; Fredrick, Laura D.; Shippen, Margaret E. – Journal of Direct Instruction, 2004
The purpose of this study was to train a paraprofessional to implement the Direct Instruction (DI) "Spelling Mastery" (Dixon, Engelmann, & Bauer, 1990a, 1990b) program and to investigate the effectiveness of the instruction delivered by the paraprofessional for students with learning disabilities. We investigated (a) the extent to…
Descriptors: Program Effectiveness, Spelling, Learning Disabilities, Reading Fluency