Purpose: This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method: Seventeen…

Purpose: This study evaluated the effects of an automated, small-group intervention designed to teach preschoolers challenging vocabulary words. Previous studies have provided evidence of efficacy. In this study, we evaluated the effects of the program after doubling the number of words taught from 2 to 4 words per book. Method: Seventeen…

This study describes the implementation and findings from a consultation process designed to enhance the professional development (PD) offered to teachers working in Virginia's state-funded preschool program. A PD Rubric was developed to translate research on effective PD (i.e., PD practices linked to positive changes in teacher practice and/or…

Adolescence can be a particularly difficult time for youth as they experience the physical, social, and academic changes that accompany maturation. One of the most critical challenges for schools is teaching adolescent students positive social and emotional skills, which are crucial for them to succeed academically and emotionally. "Strong…

This study presents and assesses a developmental math focused peer mentoring program at a public urban university. Over three semesters 45 mentees participated in the program. Results include substantive increases in developmental pass rates as well as increases in self-efficacy and social integration. Other noteworthy findings include the…

This paper describes the mixed methodology evaluation of the Own-Voice Intensive Phonics (OVIP) programme with 33 secondary students with persistent literacy difficulties. The evaluation involved a quasi-experimental evaluation in which 33 students in years 7-9 in four schools used OVIP over an 8 week period and were monitored at three times for…

In recent years, "No Excuses" charter schools have been hailed as a promising solution to closing the "achievement gap" between low-income students of color and their high-income White peers. These schools, which have the explicit goal of college completion for all, measure success in terms of standardized test performance and…

The purpose of this study was to examine the effectiveness of a supplemental repeated reading intervention delivered through a computer-assisted instruction (CAI) program on the oral reading fluency (ORF) and generalization of second-grade students who were at risk for reading failure. Four African American students and one multiracial student in…

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening.…

The knowledge and practices associated with improved outcomes for readers have yielded converging evidence about practices associated with improved reading outcomes for primary students. This considerable intervention knowledge can be beneficial for English teachers working with struggling secondary readers. Fluency is one critical element that…

Fresh Start (FS) is a catch-up literacy intervention for pupils at risk of falling behind their peers in early secondary schooling. It provides systematic and rigorous practice in phonics so that pupils are at an appropriate level to join the mainstream group after completion of the intervention. Pupils are assessed and then grouped according to…

Many preschool children are at risk for reading problems because of inadequate emergent literacy skills. Evidence supports the effectiveness of interventions to promote these skills, but questions remain about which intervention components work and whether combining intervention components will result in larger gains. In this study, 324…

Switch-on is an intensive, targeted literacy intervention that aims to improve the reading skills of pupils who are struggling with literacy. There are two versions of the intervention: Switch-on Reading and Switch-on Reading and Writing. Both involve specially trained Teaching Assistants (TAs) delivering a tailored programme of literacy support…

Success for All (SfA) is a whole-school approach to improving literacy in primary schools. Teachers receive training in areas including group learning strategies, phonics, and assessment, and are provided with structured daily lesson plans and teaching materials. There is also support for school leadership in areas such as data management, ability…

Philosophy for Children (P4C) is an approach to teaching in which students participate in group dialogues focused on philosophical issues. Dialogues are prompted by a stimulus (for example, a story or a video) and are based around a concept such as 'truth,' 'fairness' or 'bullying.' The aim of P4C is to help children become more willing and able…