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ERIC Number: ED493772
Record Type: Non-Journal
Publication Date: 2006-Sep-28
Pages: 15
Abstractor: ERIC
Enhanced Proactive Reading. What Works Clearinghouse Intervention Report
What Works Clearinghouse
"Enhanced Proactive Reading" a comprehensive, integrated reading, language arts, and English language development curriculum, is targeted to first-grade English language learners experiencing problems with learning to read through conventional instruction. The curriculum is implemented as small group daily reading instruction, during which English Language Learners instructors provide opportunities for participation from all students and give feedback for student responses. One randomized controlled trial of "Enhanced Proactive Reading" met the What Works Clearinghouse (WWC) evidence standards and a second randomized controlled trial study met WWC standards with reservations. The two studies included a total of more than 130 students from four schools in Texas. The studies examined results on reading achievement and English language development. In the Vaughn, Cirino, et al. (2006) study 91 Hispanic, first-grade English language learners from Texas received the program as a supplement to their regular reading instruction. All participants were prescreened to confirm scores below the 25th percentile for first grade on the Letter Word Identification subtest of the Woodcock Language Proficiency Battery. A variety of measures of prereading skills and reading levels were administered. Vaughn, Mathes, et al. (2006) involved 41 first-grade Hispanic English language learners from 14 classrooms in Texas. The students were randomly assigned to either the treatment or control group. Participants were included in the study based on low English and Spanish reading achievement. The program was used as a supplement to the regular reading program. Individual findings in the reading achievement domain were statistically significant and substantively important. The English language development domain had no statistically significant or substantively important findings. (Contains 9 footnotes.) [This publication was produced by the What Works Clearinghouse. The following two studies were reviewed in this intervention report: (1) Vaughn, S., Cirino, P. T., Linan-Thompson, S., Mathes, P. G., Carlson, C. D., Cardenas-Hagan, E., Pollard-Durodola, S. D., Fletcher, J. M., & Francis, D. J. (2006). Effectiveness of a Spanish Intervention and an English Intervention for English Language Learners at Risk for Reading Problems. "American Educational Research Journal," 43(3), 449-487; and (2) Vaughn, S., Mathes, P., Linan-Thompson, S., Cirino, P., Carlson, C., Pollard-Durodola, S., Cardenas-Hagan, E., & Franics, D. (2006). Effectiveness of an English intervention for first-grade English language learners at risk for reading problems. "Elementary School Journal," 107(2), 153-180.]
What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Woodcock Language Proficiency Battery
IES Funded: Yes