Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 12 |
Descriptor
| Control Groups | 12 |
| Phonemic Awareness | 12 |
| Phonics | 12 |
| Reading Instruction | 9 |
| Experimental Groups | 7 |
| Pretests Posttests | 6 |
| Reading Fluency | 6 |
| Effect Size | 5 |
| Emergent Literacy | 5 |
| Intervention | 5 |
| Kindergarten | 5 |
| More ▼ | |
Source
Author
| Abrami, Philip | 1 |
| Abrami, Philip C. | 1 |
| Ahlgrim-Delzell, Lynn | 1 |
| Baker, Joshua | 1 |
| Bell, Nance | 1 |
| Borman, Geoffrey | 1 |
| Borohkovski, Eugene | 1 |
| Bosman, Anna M. T. | 1 |
| Browder, Diane | 1 |
| Caverly, Sarah | 1 |
| Chambers, Bette | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 9 |
| Journal Articles | 8 |
| Information Analyses | 4 |
| Dissertations/Theses -… | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 5 |
| Kindergarten | 4 |
| Grade 1 | 3 |
| Early Childhood Education | 2 |
| Grade 2 | 2 |
| Primary Education | 2 |
| Elementary Secondary Education | 1 |
Audience
Location
| Australia | 1 |
| Canada | 1 |
| Hong Kong | 1 |
| Illinois | 1 |
| Kenya | 1 |
| Netherlands | 1 |
| United Kingdom | 1 |
| United Kingdom (England) | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 3 |
| Peabody Picture Vocabulary… | 1 |
| Wide Range Achievement Test | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSuggate, Sebastian P. – Journal of Learning Disabilities, 2016
Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting…
Descriptors: Reading Instruction, Intervention, Program Effectiveness, Meta Analysis
Chambers, Bette; Cheung, Alan C. K.; Slavin, Robert E. – Center for Research and Reform in Education, 2016
This systematic review of research on early childhood programs seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers. It applies consistent standards to determine the strength of evidence supporting a variety of approaches, which fell into two main categories: "comprehensive…
Descriptors: Early Childhood Education, Preschool Children, Outcomes of Education, Teaching Methods
Download full textVaden-Kiernan, Michael; Borman, Geoffrey; Caverly, Sarah; Bell, Nance; de Castilla, Veronica Ruiz; Sullivan, Kate; Fleming, Grace – Society for Research on Educational Effectiveness, 2016
This study addresses the effectiveness of a widely used core reading program that reflects the research-based practices recommended by the National Reading Panel. This and other similar programs are increasingly used to prevent reading difficulties and ensure that all children are reading at or above grade level by the end of third grade.…
Descriptors: Reading Programs, Program Effectiveness, Evidence Based Practice, Elementary School Students
Di Stasio, Maria Rosaria; Savage, Robert; Abrami, Philip C. – Journal of Research in Reading, 2012
This paper reports the follow-up of a randomised control trial study of the ABRACADABRA web-based literacy intervention that contrasted synthetic versus analytic phonics (Comaskey, Savage & Abrami, 2009) in kindergarten children from urban low-SES backgrounds. Participants who received a "synthetic" phonics+phoneme awareness training (n = 26) or…
Descriptors: Intervention, Kindergarten, Phonics, Reading Comprehension
Abrami, Philip; Borohkovski, Eugene; Lysenko, Larysa – Journal of Interactive Learning Research, 2015
This meta-analysis summarizes research on the effects of a comprehensive, interactive web-based software (AXXX) on the development of reading competencies among kindergarteners and elementary students. Findings from seven randomized control trials and quasi-experimental studies undertaken in a variety of contexts across Canada, Australia and Kenya…
Descriptors: Foreign Countries, Kindergarten, Young Children, Computer Assisted Instruction
Kyle, Fiona; Kujala, Janne; Richardson, Ulla; Lyytinen, Heikki; Goswami, Usha – Reading Research Quarterly, 2013
We report an empirical comparison of the effectiveness of two theoretically motivated computer-assisted reading interventions (CARI) based on the Finnish GraphoGame CARI: English GraphoGame Rime (GG Rime) and English GraphoGame Phoneme (GG Phoneme). Participants were 6-7-year-old students who had been identified by their teachers as being…
Descriptors: Literacy, Foreign Countries, Control Groups, Phonemes
Succeeding with High-Risk K-3 Populations Using Arts-Based Reading Instruction: A Longitudinal Study
Rose, Dale S.; Magnotta, Micheline – Journal of Educational Research, 2012
Numerous studies have identified isolated elements for successfully teaching early reading. However, very few studies have examined the effect of early reading programs that use a combination of multiple research-based practices. A 4-year longitudinal study starting with 243 students was conducted to determine the effects of the "Reading in…
Descriptors: Emergent Literacy, Reading Tests, Reading Skills, Reading Instruction
Podhajski, Blanche; Mather, Nancy; Nathan, Jane; Sammons, Janice – Journal of Learning Disabilities, 2009
This article reviews the literature and presents data from a study that examined the effects of professional development in scientifically based reading instruction on teacher knowledge and student reading outcomes. The experimental group consisted of four first- and second-grade teachers and their students (n = 33). Three control teachers and…
Descriptors: Experimental Groups, Teacher Characteristics, Oral Reading, Phonemics
Browder, Diane; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Baker, Joshua – Remedial and Special Education, 2012
This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum…
Descriptors: Phonics, Sight Vocabulary, Developmental Disabilities, Phonemic Awareness
Waldvogel, Steven John – ProQuest LLC, 2010
Scope and method of study: The purpose of this research study was to examine the effectiveness of an (IMSE) Orton-Gillingham based multi-sensory instructional reading program when incorporated with kindergarten through first grade classroom reading instruction in one rural Midwestern school district. The IMSE supplemental reading program is…
Descriptors: Direct Instruction, Experimental Groups, Control Groups, Phonics
de Graaff, Saskia; Bosman, Anna M. T.; Hasselman, Fred; Verhoeven, Ludo – Scientific Studies of Reading, 2009
Systematic-phonics instruction appears to be more effective than nonsystematic phonics instruction for teaching reading (Ehri, Nunes, Stahl, & Willows, 2001). In the present study, a systematic phonics approach was directly compared with a nonsystematic phonics approach for kindergarten children. Both approaches were delivered using computer…
Descriptors: Foreign Countries, Reading Instruction, Phonics, Instructional Effectiveness
What Works Clearinghouse, 2010
"Read Well"[R] is a reading curriculum for kindergarten and first-grade students whose goal is to increase students' literacy abilities. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. The What Works Clearinghouse (WWC) reviewed five studies on "Read Well"[R] for English…
Descriptors: Intervention, Reading Achievement, Phonemic Awareness, Second Language Learning
