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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Showing all 6 results
A Comparison of Responsive Interventions on Kindergarteners' Early Reading Achievement
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Little, Mary E.; Rawlinson, D'Ann; Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Hagan-Burke, Shanna; Simmons, Leslie E.; Fogarty, Melissa; Oslund, Eric; Coyne, Michael D. – Learning Disabilities Research & Practice, 2012
This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response…
Descriptors: Reading Achievement, Outcome Measures, Kindergarten, Response to Intervention
A Tiered Intervention Model for Early Vocabulary Instruction: The Effects of Tiered Instruction for Young Students at Risk for Reading Disability
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Pullen, Paige C.; Tuckwiller, Elizabeth D.; Konold, Timothy R.; Maynard, Katrina L.; Coyne, Michael D. – Learning Disabilities Research & Practice, 2010
Vocabulary knowledge at school entry is a robust predictor of later reading achievement. Many children begin formal reading instruction at a significant disadvantage due to low levels of vocabulary. Until recently, relatively few research studies examined the efficacy of vocabulary interventions for children in the early primary grades (e.g.,…
Descriptors: Reading Difficulties, Instructional Design, Intervention, Reading Failure
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties
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Loftus, Susan M.; Coyne, Michael D.; McCoach, D. Betsy; Zipoli, Richard; Pullen, Paige C. – Learning Disabilities Research & Practice, 2010
The purpose of this study was to examine the effectiveness of a vocabulary intervention designed to supplement research-based classroom vocabulary instruction, implemented with students who may be at risk for language and learning difficulties. Participants included 43 kindergarten students who received research-based classroom vocabulary…
Descriptors: Learning Problems, Intervention, Vocabulary, At Risk Students
The Use of the Regression Discontinuity Design in Tiered Intervention Research: A Pilot Study Exploring Vocabulary Instruction for At-Risk Kindergarteners
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Tuckwiller, Elizabeth D.; Pullen, Paige C.; Coyne, Michael D. – Learning Disabilities Research & Practice, 2010
The purpose of this article was twofold: (1) to explore the feasibility of the regression discontinuity design (RDD) in response-to-intervention implementation research and (2) to expand upon the limited research on vocabulary instruction for kindergarten students who are at risk for reading failure due to limited vocabularies. This pilot study…
Descriptors: Reading Difficulties, Research Design, Intervention, Learning Disabilities
The Reading-Spelling Connection: Developing and Evaluating a Beginning Spelling Intervention for Children at Risk of Reading Disability
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Santoro, Lana Edwards; Coyne, Michael D.; Simmons, Deborah C. – Learning Disabilities Research & Practice, 2006
In this article, we describe the development and evaluation of a beginning spelling intervention for young children at risk of reading disability. We first summarize the literature that supports beginning spelling as an ideal method for strategically integrating the beginning reading big ideas of phonemic awareness and alphabetic understanding. We…
Descriptors: Beginning Reading, Spelling, Intervention, Young Children
Prevention and Intervention in Beginning Reading: Two Complex Systems.
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Coyne, Michael D.; Kame'enui, Edward J.; Simmons, Deborah C. – Learning Disabilities: Research & Practice, 2001
This article addresses two sets of organizing principles to guide prevention and intervention in beginning reading: (1) the complexity in our alphabetic writing system, and (2) the complexity in our schools. The first set is related to instructional design, while the second set is related to a schoolwide model. (Contains references.) (Author/CR)
Descriptors: Alphabets, Beginning Reading, Educational Principles, Elementary Education