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…

The goals of LETRS are to build teachers' knowledge of language structure and the processes involved in learning to read words, spell, and comprehend, and then to help teachers apply these understandings in their classrooms. The LETRS courses, which are designed for teachers in grades K-3, are to be implemented over two years. In the first year of…

The current study examined the effects of a shared reading instructional package on literacy instruction for multilingual learner (MLL) students with extensive support needs (ESN). Three participants, from kindergarten through 5th grade, received the intervention. To establish experimental control, the researchers used a multiple probe design with…

This study examined the response of two students in the Southwestern United States with autism spectrum disorder and IQ in the intellectual disability range to a comprehensive, text-based reading intervention. The intervention, "Friends on the Block," includes multiple strands of literacy providing explicit instruction in phonics,…

The purpose of this study was to evaluate the effects of an 18-day summer tutoring program in which graduate student tutors delivered 15 minutes of differentiated reading instruction (DRI) and a 30-minute interactive read-aloud (IRA) lesson each day. Students in grades K-5 (N = 179) attending a summer program at one urban elementary school…

Reading Recovery (RR) was developed in New Zealand in the early 1980s to provide 30 minutes of daily individualised literacy instruction over 20 weeks for students struggling with learning to read after one year of formal schooling. Considerable research has been undertaken on the RR programme. While results indicate short-term success for some…

Researchers have found that summer reading loss contributes to the reading achievement gap between low and high socioeconomic (SES) children. This study aimed to examine the effectiveness of a 3-week summer intervention in addressing this slide for 36 low SES children compared with another 36 children in a matched control group from one New…

While qualitative research has shown great benefits for teachers who receive coaching, there is a paucity of experimental research examining students' academic outcomes after their teachers received ongoing support from a knowledgeable and experienced coach. Thus, a quasi-experimental design investigated the literacy outcomes of 452 students…

This study investigates the effects and feasibility of an intervention for first-grade students at risk for reading difficulties or disabilities (RD). The intervention was provided by general education classroom teachers and consisted of 15 min whole-class comprehension lessons (Tier 1) and 30 min Tier 2 intervention sessions in word reading,…

"Houghton Mifflin Reading"© is a reading program designed for grades K-6. The program provides step-by-step instruction in reading using Big Books (fiction and nonfiction literature), anthologies, Read Aloud books, and audio compact discs. The product is designed to be used as a full-year curriculum program with instruction on developing…

To develop reading acquisition in an effective way, it is necessary to take into account three goals during the process: automatic word recognition, or development of phonemic awareness, reading comprehension, and a desire for reading. This article focuses on promoting phonemic awareness in English as a second language through a program called…

"Open Court Reading©" is a reading program for grades K-6 published by McGraw-Hill Education that is designed to teach decoding, comprehension, inquiry, and writing in a three-part logical progression. Part One of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part…

The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately…

One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M[subscript age] = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten…

"Open Court Reading"[c] is a core reading program for grades K-6 developed by SRA/McGraw-Hill that is designed to teach decoding, comprehension, inquiry, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading…