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Baye, Ariane; Inns, Amanda; Lake, Cynthia; Slavin, Robert E. – Reading Research Quarterly, 2019
Recent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment…
Descriptors: Secondary School Students, Reading Programs, Reading Research, Small Group Instruction
Goatley, Virginia J.; Hinchman, Kathleen A. – Language and Literacy Spectrum, 2013
This article argues that literacy educators must take time to advocate for research-informed instructional responses in this age of Common Core State Standards and Race to the Top mandates. To that end, it offers four key ideas regarding: (a) what we know about instruction, (b) the need for long-term, continuously revised planning, (c) literacy in…
Descriptors: Literacy Education, Educational Policy, Reading Research, Theory Practice Relationship
Al Otaiba, Stephanie; Connor, Carol; Lane, Holly; Kosanovich, Marcia L.; Schatschneider, Chris; Dyrlund, Allison K.; Miller, Melissa S.; Wright, Tyran L. – Journal of School Psychology, 2008
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight "Reading First" elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's…
Descriptors: Phonics, Beginning Reading, Phonological Awareness, Kindergarten
What Works Clearinghouse, 2010
"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…
Descriptors: Intervention, Reading, Reading Programs, Reading Instruction
Mid-Continent Regional Educational Lab., Inc., Denver, CO. – 1985
A study evaluated the higher order thinking skills model developed at the Mid-continent Regional Educational Laboratory. A primary thesis of the thinking skills model is that the majority of the cognitive skills considered relevant to academic success can be categorized into three distinct groups: (1) learning-to-learn skills, (2) content thinking…
Descriptors: Cognitive Ability, Critical Thinking, Elementary Secondary Education, Models
Kendall, Janet Ross; Hood, Joyce – 1976
Dyer's (1970) model was utilized to examine instructional practices and easy-to-change surrounding conditions variables related to effective primary grade reading programs. Hard-to-change surrounding conditions variables were used in regression analyses as predictors of fourth grade reading achievement in 844 (75%) of the Iowa elementary schools;…
Descriptors: Primary Education, Program Effectiveness, Program Evaluation, Reading Instruction
New York City Board of Education, Brooklyn. Office of Educational Assessment. – 1986
To help raise the reading scores and attitudes of selected "at-risk" students from Thomas Jefferson, Springfield Gardens, and Franklin D. Roosevelt High Schools in New York City, a pilot study daily provided students with individual copies of the "New York Daily News" and integrated the use of the paper into regular…
Descriptors: High Schools, Newspapers, Program Evaluation, Reading Achievement
Fairbanks, Marilyn M. – 1977
Bibliographical information is provided for 50 studies of the teaching of vocabulary. The students involved, length of instruction, methods of instruction, evaluation instruments, and findings are briefly listed. (AA)
Descriptors: Annotated Bibliographies, Elementary Secondary Education, Program Evaluation, Reading Research

Anderson, Carol M. – 1976
An elementary school reading-interest project was designed to overcome summer learning loss and to foster an interest in independent reading. The major strategy, "The Reading Interest Passport," consisted of nine independent reading contracts leading to "badges." This approach was selected after consideration of cost, coordination with ongoing…
Descriptors: Elementary Education, Independent Reading, Practicums, Program Evaluation
Ewoldt, Carolyn – 1976
This evaluation was undertaken in an effort to provide data concerning the effectiveness of the Tucson Early Education Model, a Follow Through Model sponsor and reading instruction program which advocates the language experience approach. Seventy-three children were tested according to a miscue analysis model, in order to identify those…
Descriptors: Early Childhood Education, Language Experience Approach, Miscue Analysis, Program Evaluation
New York City Board of Education, Brooklyn. Office of Educational Assessment. – 1986
The Chapter 1 Developer/Demonstration Program: Learning To Read through the Arts (LTRTA) was developed to offer intensive reading instruction to eligible New York City students through the integration of a total reading program with a total arts program, from October 1984 to June 1985. Evaluation of the program showed the following: (1) that all…
Descriptors: Art Activities, Elementary Education, Interdisciplinary Approach, Program Evaluation
Eanet, Marilyn Gillis – 1976
Six sections of a college reading and study skills class were randomly assigned to one of three treatment conditions in a study of the effects of a new teaching-learning strategy, REAP, a procedure for improving reading, writing, and study. One group received instruction and practice in REAP; one, in SQ3R; and one, in the regular study skills…
Descriptors: Cognitive Style, Doctoral Dissertations, Educational Research, Higher Education

Brick, Michael – Reading Improvement, 1976
Examines the effectiveness of a systems approach, diagnostic reading program. (RB)
Descriptors: Diagnostic Teaching, Elementary Education, Individualized Instruction, Program Effectiveness
Funderburk, Henry M. – North Carolina Education, 1973
Surveys and evaluates Title I elementary reading programs in North Carolina and offers some recommendations for improving the program. (DM)
Descriptors: Program Descriptions, Program Evaluation, Reading Difficulty, Reading Instruction
Huydic, Valerie – 1978
The "Direct Instructional System for Teaching Reading" (DISTAR) is a highly structured, synthetic method of teaching reading that was developed to provide beginning and remedial reading instruction to primary school children who have had difficulty learning from other materials. To determine DISTAR's effectiveness as a teaching method,…
Descriptors: Beginning Reading, Primary Education, Program Effectiveness, Program Evaluation