Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 4 |
Descriptor
Source
| Autism: The International… | 1 |
| Center for Data-Driven Reform… | 1 |
| Center for Data-Driven Reform… | 1 |
| Elementary School Journal | 1 |
| National Center for Education… | 1 |
| Psychology in the Schools | 1 |
Author
| Chambers, Bette | 2 |
| Cheung, Alan | 2 |
| Davis, Susan | 2 |
| Lake, Cynthia | 2 |
| Slavin, Robert E. | 2 |
| Aguilar, Lisa N. | 1 |
| Burns, Matthew K. | 1 |
| Callaghan, Gillian | 1 |
| Coughlan, Brian | 1 |
| Leibert, Robert E. | 1 |
| Pink, William T. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 3 |
| Early Childhood Education | 2 |
| Grade 1 | 2 |
| Kindergarten | 2 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
| Researchers | 1 |
Location
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Effect of Acquisition Rates on Off-Task Behavior of Kindergarten Students While Learning Sight Words
Direct linkBurns, Matthew K.; Aguilar, Lisa N.; Warmbold-Brann, Kristy; Preast, June L.; Taylor, Crystal N. – Psychology in the Schools, 2021
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off-task behavior of kindergarten students while…
Descriptors: Time on Task, Vocabulary Development, Kindergarten, Sight Vocabulary
Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan – Center for Data-Driven Reform in Education (NJ1), 2010
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria included use of…
Descriptors: Instructional Design, Beginning Reading, Reading Programs, Early Childhood Education
Download full textNational Center for Education Evaluation and Regional Assistance, 2009
The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…
Descriptors: State Programs, Federal Legislation, Program Effectiveness, School Personnel
Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan – Center for Data-Driven Reform in Education, 2009
This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…
Descriptors: Evidence, Control Groups, Beginning Reading, Reading Programs
Peer reviewedWilliams, Christine; Wright, Barry; Callaghan, Gillian; Coughlan, Brian – Autism: The International Journal of Research and Practice, 2002
Comparison of basic reading instruction by either computer assisted instruction or traditional book methods with eight children (ages 3-5) with autism found all children spent more time on task in the computer condition and that five of the eight children could reliably identify at least three words after the computer assisted learning. (Contains…
Descriptors: Autism, Beginning Reading, Computer Assisted Instruction, Instructional Effectiveness
Peer reviewedPink, William T.; Leibert, Robert E. – Elementary School Journal, 1986
Examines five factors common to elementary schools that serve as major barriers to improved reading achievement: (1) grouping practices and the inappropriate use of instructional time, (2) low teacher expectation for student learning, (3) inappropriate instructional strategies for teaching reading, (4) differential curricula, and (5) inadequate…
Descriptors: Beginning Reading, Curriculum Development, Educational Change, Educational Policy
