Descriptor
Instructional Effectiveness | 3 |
Primary Education | 3 |
Tutorial Programs | 3 |
Early Intervention | 2 |
Grade 1 | 2 |
Phonics | 2 |
Reading Difficulties | 2 |
Spelling | 2 |
At Risk Persons | 1 |
Beginning Reading | 1 |
Decoding (Reading) | 1 |
More ▼ |
Author
Jenkins, Joseph R. | 3 |
Vadasy, Patricia F. | 3 |
Antil, Lawrence R. | 1 |
O'Connor, Rollanda E. | 1 |
Peyton, Julia A. | 1 |
Pool, Kathleen | 1 |
Sanders, Elizabeth A. | 1 |
Wayne, Susan K. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 3 |
Education Level
Audience
Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 1 |
Meets WWC Standards with or without Reservations | 2 |
Does not meet standards | 1 |

Vadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A.; Jenkins, Joseph R. – Learning Disabilities: Research & Practice, 2002
A study compared students at risk for reading disabilities who were provided phonics-based instruction in first grade (n=13), students tutored in comprehension skills in second grade (n=10), and students tutored in both grades (n=26). Students tutored only in first grade performed better than those also tutored in second grade. (Contains…
Descriptors: High Risk Students, Instructional Effectiveness, Phonics, Primary Education

Vadasy, Patricia F.; Jenkins, Joseph R.; Antil, Lawrence R.; Wayne, Susan K.; O'Connor, Rollanda E. – Learning Disability Quarterly, 1997
Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…
Descriptors: Beginning Reading, Early Intervention, Grade 1, Individual Instruction

Vadasy, Patricia F.; Jenkins, Joseph R.; Pool, Kathleen – Journal of Learning Disabilities, 2000
Twenty-three first-graders at risk for learning disabilities received one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, explicit decoding, writing, spelling, and reading phonically controlled text. Participants significantly outperformed controls…
Descriptors: At Risk Persons, Decoding (Reading), Early Intervention, Grade 1