This paper presents evidence confirming the validity of the RD design in the Reading Recovery study by examining the ability of the RD design to replicate the 1st grade results observed in the original i3 RCT focused on short-term impacts. Over 1,800 schools participated in the RD study over all four cohort years. The RD design used cutoff-based…

The article describes a reading fluency intervention called Reading Together that combines the method of repeated readings (Samuels, 1979) and the Neurological Impress Method (Heckelman, 1969). Sixteen volunteers from various backgrounds were recruited and trained to deliver the Reading Together intervention to struggling readers in third through…

With the emergence of response to intervention as a key element for supporting school success for all students, there is a need for teachers to know which interventions have been found to be effective. Some interventions have been validated with a number of research studies, but new interventions also need such validation. This study was a program…

Though campus principals must take on many leadership roles, their primary responsibility is to facilitate effective teaching and learning with the overall mission of enhancing student achievement. One way to provide instructional leadership is to evaluate and select effective instructional programs that align with campus goals of improving…

This program evaluation investigated differences in reading achievement for students receiving Reading Recovery or Developmental First Grade. The researcher examined DRA reading scores during the first and second grade and STAR reading scores from second grade through middle school for students in a rural public school district in Northeastern…

To evaluate the effects of an intensive tertiary reading intervention, 27 students with severe reading difficulties and disabilities, 14 of whom had demonstrated an inadequate response to 1-2 tiers of prior reading instruction, received a 16-week intervention package involving decoding and fluency skills. The decoding intervention was provided for…

Evaluated the Rodeo Institute for Teacher Excellence (RITE), a phonics-based program that addressed at-risk students' failure to develop reading skills and provided teacher professional development. Data on K-2 students in intervention and control schools indicated that the RITE program successfully increased RITE students' reading abilities,…

This study compared two beginning reading programs, Integrated Reading-Writing (IR-W) and DISTAR in comparable urban schools with students "at risk" for literacy problems. Although the two programs resulted in comparable gains in word recognition and overall reading achievement by the end of first grade, children in IR-W tended to…

The purpose of this study was to contribute to and strengthen previous work that examined the long-lasting effects of Reading Recovery in statewide efforts aimed at bolstering early literacy achievement and reducing early learning difficulties. Specifically, the study explored the literacy achievement of Reading Recovery participants whose series…

A study evaluated the Schoolwide Early Language and Literacy (SWELL) program using four Australian disadvantaged schools. Two schools implemented the program in the kindergarten year, while the other two schools pursued regular kindergarten curriculum. Children in the program outperformed others on words read in context, but not on words read in…

Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early…

During the 1988-89 school year, 55 Writing to Read (WTR) labs were installed in Kentucky, Virginia, and West Virginia elementary schools, as the result of a partnership between the Appalachian Regional Commission and the IBM Corporation. This report evaluates the WTR program implemented in 13 southern West Virginia rural schools with poor,…

Children in Columbus, Ohio public schools participated in two nontraditional kindergarten programs during the 1986-1987 school year. Evaluations of the programs were undertaken to determine their success. One program involved a full day kindergarten that featured opportunities for increased personal and social development, as well as instruction…

Description of the "Writing to Read" (WTR) program highlights an evaluation of the WTR experience with first graders at two British Columbia schools. Treatments for experimental and control groups are described and measures used for the comparisons are explained, including reading readiness, reading achievement, and writing achievement.…

The school district of the City of Saginaw operates a supplemental educational delivery Chapter 1 system in reading and mathematics, the Elementary Compensatory Education (CE) program and the Secondary CE program. The elementary CE, a push-in program operating in the regular classroom and a pull-out program (periodically taking students out of…