Studied the efficacy of Peer-Assisted Learning Strategies for First-Grade Readers (PALS-1) with children of varying reading ability and the impact of adding 8 to 10 hours of phonological awareness instruction by computer to the PALS-1 curriculum for low-achieving students. Results for 183 first graders show that PALS-1 enhanced reading ability,…

This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I [see ED499017] contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings…

Short-term memory deficits are examined as precursors of learning disabilities in early childhood. The theories of Jean Piaget, Robbie Case, and Joseph Torgesen are reviewed to construct a theoretical framework. Supportive experimental studies are described, followed by implications for remediation and intervention. (Author/JDD)

This article describes the findings of our review process for core reading programs and provides a preliminary rubric emanating from this process for rating core reading programs. To our knowledge, this is the first published review of the current "Reading First" guidelines and includes all five components of scientifically based reading…

Examined relations between phonological processing and emerging individual differences in math computation skills. Found that phonological memory, access rate to phonological codes in memory, and phonological awareness were uniquely associated with growth in number of computation procedures mastered from 92.5 to 134.8 months. Phonological…

According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs…

The recent findings on the prevention and remediation of reading failure are overlooked. A multitiered approach involving high quality classroom instruction and small group interventions can substantially reduce the proportion of students who struggle to read.

Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students' needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures…

This study was conducted in order to identify the major reading, cognitive, and linguistic skills that contribute to individual differences in performance on the reading portion of the Florida Comprehensive Assessment Test (FCAT) at third, seventh, and tenth grades. The authors were also interested in understanding the primary deficiencies in…

Presents a longitudinal study that aims to further understanding of reasons for social class differences in growth of decoding and reading comprehension skills from beginning kindergarten through children's fourth grade year. Finds that the reasons for social class differences in growth of reading skills depended on the time interval that was…

This study compared peer-assisted reading instruction, small-group teacher-directed reading instruction, and typically undifferentiated instruction for struggling first-grade readers. Results suggested that both peer-assisted and small-group teacher-directed instruction enhanced reading performance of struggling readers more than typical,…

Sixty children (ages 8-10) with severe reading disabilities received daily intensive one-to-one instruction that differed in depth and extent of instruction in phonemic awareness and phonemic decoding. Both approaches were highly effective in improving reading accuracy and comprehension although measures of reading rate showed continued severe…

A field hearing of the United States House of Representatives' Committee on Education and the Workforce, entitled "Closing the Achievement Gap by Improving Reading Instruction," was held at Lancaster Elementary School in Orlando, Florida, on November 13, 2001. The hearing begins with welcoming statements by the committee chairman and one…

The second edition of this essential handbook provides a comprehensive, updated overview of the science that informs best practices for the implementation of response to intervention (RTI) processes within Multi-Tiered Systems of Support (MTSS) to facilitate the academic success of all students. The volume includes insights from leading scholars…

This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and…