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| Baenen, Nancy | 1 |
| Banks, Karen | 1 |
| Bernholc, Alissa | 1 |
| Dulaney, Chuck | 1 |
| Jenkins, Joseph R. | 1 |
| Peyton, Julia A. | 1 |
| Ross, Steven M. | 1 |
| Sanders, Elizabeth A. | 1 |
| Slavin, Robert E. | 1 |
| Vadasy, Patricia F. | 1 |
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Peer reviewedVadasy, Patricia F.; Sanders, Elizabeth A.; Peyton, Julia A.; Jenkins, Joseph R. – Learning Disabilities: Research & Practice, 2002
A study compared students at risk for reading disabilities who were provided phonics-based instruction in first grade (n=13), students tutored in comprehension skills in second grade (n=10), and students tutored in both grades (n=26). Students tutored only in first grade performed better than those also tutored in second grade. (Contains…
Descriptors: High Risk Students, Instructional Effectiveness, Phonics, Primary Education
Peer reviewedRoss, Steven M.; And Others – American Educational Research Journal, 1995
Processes and outcomes associated with Reading Recovery and Success for All reading instruction programs were studied for first graders in 3 schools (n=184). Reading Recovery strongly benefited tutored students, but Success for All was more beneficial for special education students and untutored students. (SLD)
Descriptors: Academic Achievement, Disadvantaged Youth, Educational Practices, Elementary School Students
Peer reviewedBaenen, Nancy; Bernholc, Alissa; Dulaney, Chuck; Banks, Karen – Journal of Education for Students Placed at Risk, 1997
Results from a longitudinal study of the implementation of the Reading Recovery (RR) program in the Wake County Public School System (North Carolina) for 1990 through 1994 show achievement gains for RR students, although these gains lessen in recent years. Reasons for inconsistent benefits after the first year are discussed. (SLD)
Descriptors: Achievement Gains, Cohort Analysis, Disadvantaged Youth, Elementary School Students
Peer reviewedSlavin, Robert E.; And Others – American Educational Research Journal, 1990
First-year outcomes are reported for Success for All--a program designed to bring all children to grade level in basic skills by the third grade. The program uses one-to-one tutoring, reading methods, frequent assessment, enhanced preschool and kindergarten programs, family support, and other interventions to prevent learning problems from…
Descriptors: Basic Skills, Children, Compensatory Education, Educational Assessment
