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Download full textHobbs, L. Jon; Overby, Melanie – Grantee Submission, 2019
The UPSTART Summer program is a federally funded i3 validation project that uses a computer-based program to maintain and develop the literacy skills of elementary school students in rural Utah during the summer months when school is out of session. Researchers used a quasi-experimental design to evaluate the impact of the program in forestalling…
Descriptors: Summer Programs, Elementary School Students, Rural Schools, Educational Technology
Direct linkGiven, Barbara K.; Wasserman, John D.; Chari, Sharmila A.; Beattie, Karen; Eden, Guinevere F. – Brain and Language, 2008
The current study was conducted to test the premise that computer-based intervention that targets auditory temporal processing combined with language exercises (Fast ForWord[R]) is effective in remediating children with disorders of language and reading. Sixty-five middle school struggling readers were randomly assigned to one of five groups and…
Descriptors: Experimental Groups, Control Groups, Intervention, Language Impairments
Hempenstall, Kerry – Australasian Journal of Special Education, 2008
This article first examines recent theoretical and empirical research on reading development and instruction in English-speaking countries. Then, a study is described that examines the effects of a synthetic phonics-emphasis Direct Instruction remedial reading program on the phonological processes of students, with teacher-identified serious…
Descriptors: Suburban Schools, Reading Difficulties, Intervention, Remedial Reading
McMaster, Kristen L.; Kung, Shu-Hsuan; Han, Insoon; Cao, Marisa – Exceptional Children, 2008
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for English Learners (ELs). We compared 20 K-PALS ELs to 20 Control ELs and to 20 K-PALS non-ELs on early reading skill acquisition, using a pretest-posttest control group design with matched samples. We also compared proportions of ELs unresponsive…
Descriptors: Intervention, Early Reading, Learning Strategies, Phonemic Awareness
Peer reviewedMurray, Bruce A.; And Others – Reading and Writing: An Interdisciplinary Journal, 1996
Posits that alphabet books might be one connection between success in phonemic awareness tasks and high levels of alphabet knowledge. Gives three treatments to different groups of prekindergartners. Finds that all groups gained in print concept and letter knowledge, but the conventional alphabet group gained most in phoneme awareness. (PA)
Descriptors: Emergent Literacy, Instructional Effectiveness, Letters (Alphabet), Phonemic Awareness
Peer reviewedFoorman, Barbara R.; Chen, Dung-Tsa; Carlson, Coleen; Moats, Louisa; Francis, David J.; Fletcher, Jack M. – Reading and Writing: An Interdisciplinary Journal, 2003
Examines the extent to which curricular choice and incorporation of phonemic awareness (PA) into the kindergarten curriculum affects growth in kindergarten literacy skills and first-grade reading and spelling outcomes. Provides large-scale classroom support for findings on PA reported by the National Reading Panel. (SG)
Descriptors: Beginning Reading, Curriculum Design, Grade 1, Kindergarten
Kamps, Debra; Abbott, Mary; Greenwood, Charles; Arreaga-Mayer, Carmen; Wills, Howard; Longstaff, Jennifer; Culpepper, Michelle; Walton, Cheryl – Learning Disability Quarterly, 2007
This experimental/comparison study of secondary-level, small-group instruction included 318 first- and second-grade students (170 ELL and 148 English-only) from six elementary schools. All schools served high numbers of ELL students with varying school SES in urban and suburban communities. Experimental schools implemented a three-tier model of…
Descriptors: Small Group Instruction, Reading Comprehension, Experimental Schools, Intervention
Hatcher, Peter J.; Hulme, Charles; Snowling, Margaret J. – Journal of Child Psychology and Psychiatry, 2004
Background: We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children. Method: Four hundred and ten children, of pre-kindergarten age, in 20 UK Reception-year classrooms were divided into four matched groups and randomly assigned to one of three experimental teaching conditions,…
Descriptors: Reading Difficulties, Phonetics, Phonemes, Reading Failure
