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Partanen, Marita; Siegel, Linda S. – Reading and Writing: An Interdisciplinary Journal, 2014
This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6¬†years old) and Grade 7 (12-13¬†years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of…
Descriptors: Longitudinal Studies, Early Intervention, Literacy Education, Kindergarten
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Flores, Margaret M.; Nelson, Cynthia; Hinton, Vanessa; Franklin, Toni M.; Strozier, Shaunita D.; Terry, LaTonya; Franklin, Susan – Education and Training in Autism and Developmental Disabilities, 2013
There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…
Descriptors: Reading Comprehension, Language Skills, Autism, Pervasive Developmental Disorders
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What Works Clearinghouse, 2009
Success for All (SFA)[R] is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified…
Descriptors: School Restructuring, Intervention, Oral Language, Reading Achievement
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Stepanek, Jennifer; Peixotto, Kit – Regional Educational Laboratory Northwest, 2009
Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…
Descriptors: Student Needs, Intervention, Academic Achievement, Learning Disabilities
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Block, Cathy Collins – Educational Psychologist, 2008
The purpose of this article is to document the legacy and continuing influence of Michael Pressley's work in the field of reading research and instruction. Descriptions are provided to demonstrate how he translated his data from the cognitive sciences into highly effective pedagogy. A second component of this article discusses how Michael…
Descriptors: Reading Comprehension, Reading Research, Research Methodology, Reading Instruction