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Robinson, Joyce M. – Journal for the Advancement of Educational Research International, 2018
This paper presents an evaluation of two reading methods, phonics-based instruction and whole language learning, for English Language Learners (ELLs) and discusses the learning theories, behaviorism and constructivism that are associated with each method, respectively. The study took place in a K-12 international school, with 110 Grade 1 subjects…
Descriptors: English Language Learners, Teaching Methods, Reading Achievement, Grade 2
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What Works Clearinghouse, 2015
The "Lindamood Phonemic Sequencing"® program is designed to improve reading and spelling skills by teaching students the skills needed to decode and encode words and to identify individual sounds and blends in words. The WWC has updated its 2008 review of "Lindamood Phonemic Sequencing"® to include 16 new studies, two of which…
Descriptors: Reading Skills, Spelling, Reading Instruction, Decoding (Reading)
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What Works Clearinghouse, 2013
"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" program from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement to a…
Descriptors: Reading Instruction, Intervention, Elementary School Curriculum, Direct Instruction
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What Works Clearinghouse, 2012
The "Spalding Method"[R] is a language arts program for grades K-6 that uses explicit, integrated instruction and multisensory techniques to teach spelling, writing, and reading. The program and its textbook, The "Writing Road to Reading," provide 32 weeks of lesson plans. Students work on program materials in spelling, writing, and reading for…
Descriptors: Language Arts, Teaching Methods, Reading Instruction, Spelling Instruction
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What Works Clearinghouse, 2012
"Peer-Assisted Learning Strategies" and a similar program known as "Peer-Assisted Literacy Strategies" are peer-tutoring programs that supplement the primary reading curriculum (Fuchs, Fuchs, Kazdan, & Allen, 1999; Mathes & Babyak, 2001). This review uses the acronym "PALS" to encompass both programs and their…
Descriptors: Peer Teaching, Tutoring, Reading Instruction, Literacy
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Volpe, Robert J.; Mule, Christina M.; Briesch, Amy M.; Joseph, Laurice M.; Burns, Matthew K. – Journal of Behavioral Education, 2011
Traditional drill and practice (TD) and incremental rehearsal (IR) are two flashcard drill instructional methods previously noted to improve word recognition. The current study sought to compare the effectiveness and efficiency of these two methods, as assessed by next day retention assessments, under 2 conditions (i.e., opportunities to respond…
Descriptors: Drills (Practice), Instructional Materials, Sight Method, Reading Instruction
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Glenberg, Arthur M.; Goldberg, Andrew B.; Zhu, Xiaojin – Instructional Science: An International Journal of the Learning Sciences, 2011
An embodied approach to reading comprehension suggests that emerging readers must learn to map words and phrases onto their remembered experiences, but this is made difficult by the necessity of focusing attention on decoding. Having children manipulate toys to correspond to what they are reading overcomes this problem, but introduces its own…
Descriptors: Reading Comprehension, Early Reading, Toys, Educational Technology
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Al Otaiba, Stephanie; Folsom, Jessica S.; Schatschneider, Christopher; Wanzek, Jeanne; Greulich, Luana; Meadows, Jane; Li, Zhi; Connor, Carol M. – Exceptional Children, 2011
Many schools are implementing multitier response-to-intervention (RTI) models to reduce reading difficulties. This study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant and was conducted in 7 ethnically and socioeconomically diverse schools. We observed reading instruction in 20…
Descriptors: Reading Difficulties, Reading, Reading Programs, Learning Disabilities
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Abbott, Mary; Wills, Howard; Greenwood, Charles R.; Kamps, Debra; Heitzman-Powell, Linda; Selig, James – Reading & Writing Quarterly, 2010
This study matched 15 kindergarten and 1st-grade retained students in 7 schools with their promoted peers on grade-level literacy performance. Researchers collected literacy assessments, demographic information, and instruction dosage data. Retained kindergarten students received less intervention and did not benefit academically from retention.…
Descriptors: Small Group Instruction, Reading Instruction, Intervention, Grade Repetition
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What Works Clearinghouse, 2010
This study examined whether the "Experience Corps" program improved the reading skills of elementary school students who were at risk of academic failure. Nearly 900 first through third grade students in 23 schools in Boston, New York City, and Port Arthur, TX participated in the study. These students were randomly assigned to either a…
Descriptors: Elementary School Students, At Risk Students, Reading Skills, Reading Instruction
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What Works Clearinghouse, 2010
"Sound Partners" (Vadasy et al., 2004) is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K-3 with below average reading skills. The program is designed specifically for use by tutors with minimal training and experience. Instruction emphasizes letter-sound…
Descriptors: Phonics, Tutoring, Reading Instruction, Elementary School Students
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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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What Works Clearinghouse, 2009
"Reading Recovery"[R] is a short-term tutoring intervention designed to serve the lowest-achieving (bottom 20%) first-grade students. The goals of "Reading Recovery"[R] include: promoting literacy skills; reducing the number of first-grade students who are struggling to read; and preventing long-term reading difficulties. The…
Descriptors: Reading Difficulties, Intervention, Reading Failure, Second Language Learning
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What Works Clearinghouse, 2008
"Reading Recovery"[R] is a short-term tutoring intervention intended to serve the lowest-achieving (bottom 20%) first-grade students. The goals of "Reading Recovery"[R] are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. "Reading Recovery"[R] supplements…
Descriptors: Reading Instruction, Intervention, Grade 1, Elementary School Students
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Nist, Lindsay; Joseph, Laurice M. – School Psychology Review, 2008
This investigation built upon previous studies that compared effectiveness and efficiency among instructional methods. Instructional effectiveness and efficiency were compared among three conditions: an incremental rehearsal, a more challenging ratio of known to unknown interspersal word procedure, and a traditional drill and practice flashcard…
Descriptors: Reading Difficulties, Reading Instruction, Word Recognition, Instructional Effectiveness
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