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Showing all 6 results Save | Export
Reading Rescue: A Follow-Up on Effectiveness of an Intervention for Struggling Readers
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Pace Miles, Katharine; Lauterbach, Mark D.; Murano, Dana M.; Dembek, Ginny A. – Journal of Educational Research, 2019
The authors examined whether Reading Rescue continues to be an effective literacy intervention and factors that impact its effectiveness. Data were collected on 143 first-grade students, tutored by 104 tutors at 38 schools. There was significant growth on all foundational skills (ps < 0.001) and significant change in proportion of students…
Descriptors: Response to Intervention, Program Effectiveness, Reading Difficulties, Emergent Literacy
An Evaluation of Project iRead: A Program Created to Improve Sight Word Recognition
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Marshall, Theresa Meade – ProQuest LLC, 2014
This program evaluation was undertaken to examine the relationship between participation in Project iRead and student gains in word recognition, fluency, and comprehension as measured by the Phonological Awareness Literacy Screening (PALS) Test. Linear regressions compared the 2012-13 PALS results from 5,140 first and second grade students at…
Descriptors: Reading Programs, Word Recognition, Reading Fluency, Reading Comprehension
Understanding Unresponsiveness to Tier 2 Reading Intervention: Exploring the Classification and Profiles of Adequate and Inadequate Responders in First Grade
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Toste, Jessica R.; Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Gilbert, Jennifer K.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette D. – Learning Disability Quarterly, 2014
The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…
Descriptors: Profiles, Grade 1, Intervention, Reading Programs
The Effects of Letter Knowledge on Achievement in Reading in the First Grade.
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Ohnmacht, Dorothy C. – 1969
Two hundred and eight first graders were assigned to one of three treatment groups. Treatment A received initial instruction in letter names followed by sight words; treatment B received initial instruction in letter names and sounds followed by sight words; and treatment C received initial instruction in sight words followed by letter names and…
Descriptors: Beginning Reading, Grade 1, Intelligence, Phonics
Tier 1 and Tier 2 Early Intervention for Handwriting and Composing
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Berninger, Virginia W.; Rutberg, Judith E.; Abbott, Robert D.; Garcia, Noelia; Anderson-Youngstrom, Marci; Brooks, Allison; Fulton, Cynthia – Journal of School Psychology, 2006
Three studies evaluated Tier 1 early intervention for handwriting at a critical period for literacy development in first grade and one study evaluated Tier 2 early intervention in the critical period between third and fourth grades for composing on high stakes tests. The results contribute to knowledge of research-supported handwriting and…
Descriptors: Early Intervention, Handwriting, Writing (Composition), Writing Instruction
Developmental Dynamics of Phonemic Awareness and Reading Performance during the First Year of Primary School
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Lerkkanen, Marja-Kristiina; Rasku-Puttonen, Helena; Aunola, Kaisa; Nurmi, Jari-Erik – Journal of Early Childhood Research, 2004
This study investigates prospective relationships between phonemic awareness and reading performance during the first year of Finnish primary school. Pedagogical interest lay in finding out whether systematic use of phonics in reading instruction supported children's reading performance even if children can already decode. A total of 85 children…
Descriptors: Phonemics, Reading Achievement, Phonemic Awareness, Reading Skills