Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 2 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 4 |
Descriptor
| Decoding (Reading) | 4 |
| Reading Fluency | 4 |
| Intervention | 3 |
| Reading Skills | 3 |
| Foreign Countries | 2 |
| Phoneme Grapheme… | 2 |
| Phonology | 2 |
| Program Effectiveness | 2 |
| Reading Instruction | 2 |
| Adolescents | 1 |
| At Risk Students | 1 |
| More ▼ | |
Source
| Topics in Language Disorders | 4 |
Author
| Al Otaiba, Stephanie | 1 |
| Arndt, Elissa J. | 1 |
| Brigid McNeill | 1 |
| Crawford, Elizabeth C. | 1 |
| Fluhler, Sally | 1 |
| Foorman, Barbara R. | 1 |
| Gail Gillon | 1 |
| Menn, Lise | 1 |
| Oishi, Noriko | 1 |
| Petscher, Yaacov | 1 |
| Rivas, Brenna | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 3 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 3 |
| Intermediate Grades | 2 |
| Early Childhood Education | 1 |
| Grade 1 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| Japan | 1 |
| New Zealand | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBrigid McNeill; Gail Gillon – Topics in Language Disorders, 2025
This national implementation study aimed to evaluate the effectiveness of Tier 2 structured literacy teaching set within a multi-tiered system of support. Case-controlled matching was used to determine the impact of the implementation for 1,265 5-year-old children. One comparison group included 1,265 children who were matched to the experimental…
Descriptors: Multi Tiered Systems of Support, Literacy Education, Program Effectiveness, Young Children
Al Otaiba, Stephanie; Wanzek, Jeanne; Petscher, Yaacov; Fluhler, Sally; Rivas, Brenna; Russell Freudenthal, Dayna – Topics in Language Disorders, 2023
The purpose of this study was to examine the effects of a virtual intensive reading intervention embedded with mindset training compared with typical reading instruction in a business-as-usual (BAU) condition delivered to fourth-grade students with or at risk for reading disabilities. After screening, the 59 participants were stratified and…
Descriptors: Reading Instruction, Grade 4, Elementary School Students, At Risk Students
Welty, Yumiko Tanaka; Menn, Lise; Oishi, Noriko – Topics in Language Disorders, 2014
Japan has been considered dyslexia-free because of the nature of the orthography, which consists of the visually simple kana syllabary and some thousands of visually complex, logographic kanji characters. It is true that few children struggle with learning kana, which provide consistent mappings between symbols and their pronunciation. Indeed,…
Descriptors: Foreign Countries, Dyslexia, Orthographic Symbols, Pronunciation
Foorman, Barbara R.; Arndt, Elissa J.; Crawford, Elizabeth C. – Topics in Language Disorders, 2011
Currently students who struggle with language and literacy learning are classified with various labels in different states--language learning disabilities, dyslexia, specific language impairment, and specific learning disability--in spite of having similar diagnostic profiles. Drawing on the research on comprehension of written language, we…
Descriptors: Evidence, Reading Consultants, Written Language, Learning Disabilities
