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Smith, Jean Louise M.; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith; Kosty, Derek; Baker, Scott K. – Elementary School Journal, 2016
This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…
Descriptors: Intervention, Reading Instruction, At Risk Students, Reading Achievement
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Pullen, Paige C.; Lane, Holly B. – Exceptionality, 2014
We compared the effects of two approaches to decoding on the word reading skills of struggling first-grade students: decontextualized, teacher directed decoding practice with manipulative letters and embedded, incidental decoding practice. Participants were 98 students at risk for reading disability. We randomly assigned participants to three…
Descriptors: Decoding (Reading), Reading Instruction, Word Recognition, Grade 1
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Nelson-Walker, Nancy J.; Fien, Hank; Kosty, Derek B.; Smolkowski, Keith; Smith, Jean Louise M.; Baker, Scott K. – Learning Disability Quarterly, 2013
This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ("j" = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ("i" = 42)…
Descriptors: Reading Instruction, Intervention, Instructional Effectiveness, Control Groups
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Puhalla, Eve M. – Remedial and Special Education, 2011
This study examined the effects of instructional intensity on the acquisition of storybook vocabulary in first graders who were at risk of early reading failure. It also measured whether the intervention was effective for closing the vocabulary knowledge gap between students who were at risk and their average-achieving peers. A total of 66…
Descriptors: Intervention, Reading Aloud to Others, Reading Failure, Vocabulary
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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