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Direct linkPhillips, Beth M.; Tabulda, Galiya; Ingrole, Smriti A.; Webb Burris, Pam; Sedgwick, T. Kayla; Chen, Shiyi – Journal of Speech, Language, and Hearing Research, 2016
Purpose: The present article reports on the implementation and results of a randomized intervention trial targeting the literate language skills of prekindergarten children without identified language disorders but with low oral language skills. Method: Children (N = 82; 45 boys and 37 girls) were screened-in and randomized to a business-as-usual…
Descriptors: Intervention, Semantics, Units of Study, Control Groups
Senechal, Monique; Ouellette, Gene; Pagan, Stephanie; Lever, Rosemary – Reading and Writing: An Interdisciplinary Journal, 2012
The goal of the present intervention research was to test whether guided invented spelling would facilitate entry into reading for at-risk kindergarten children. The 56 participating children had poor phoneme awareness, and as such, were at risk of having difficulty acquiring reading skills. Children were randomly assigned to one of three training…
Descriptors: Feedback (Response), Invented Spelling, Phonemes, Oral Language
Apthorp, Helen; Randel, Bruce; Cherasaro, Trudy; Clark, Tedra; McKeown, Margaret; Beck, Isabel – Journal of Research on Educational Effectiveness, 2012
A cluster randomized trial estimated the effects of a supplemental vocabulary program, Elements of Reading[R]: vocabulary on student vocabulary and passage comprehension in moderate- to high-poverty elementary schools. Forty-four schools participated over a period spanning 2 consecutive school years. At baseline, 1,057 teachers and 16,471 students…
Descriptors: Reading Comprehension, Intervention, Reading Programs, Written Language
