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Michaud, Mélissa; Dion, Eric; Barrette, Anne; Dupéré, Véronique; Toste, Jessica – Reading & Writing Quarterly, 2017
Theoretical models of word recognition suggest that knowing what a word means makes it easier to learn how to decode it. We tested this hypothesis with at-risk young students, a group that often responds poorly to conventional decoding instruction in which word meaning is not addressed systematically. A total of 53 first graders received explicit…
Descriptors: Word Recognition, Decoding (Reading), Reading Achievement, Grade 1
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Abdi, Yirgashewa Bekele; Therrien, William J. – Journal of International Special Needs Education, 2016
This study took place in Addis Ababa, Ethiopia and examined the impact of explicit instruction and fluency practice of letter/sound combinations on reading Amharic letters and words. First grade students at risk for reading difficulties were assigned via stratified random assignment to treatment or control condition. Students in the treatment…
Descriptors: Foreign Countries, Teaching Methods, Reading Fluency, Phoneme Grapheme Correspondence
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Ngware, Moses Waithanji; Abuya, Benta; Oketch, Moses; Admassu, Kassahun; Mutisya, Maurice; Musyoka, Peter – International Journal of Research & Method in Education, 2015
This paper presents the experiences and lessons learnt during the design and implementation of the randomized impact evaluation (IE) of a reading to learn (RtL) intervention in early primary grades. The study was to assess the impact of RtL on literacy and numeracy among pupils in low-performing districts in East Africa. The intervention was…
Descriptors: Foreign Countries, Outcome Measures, Intervention, Reading Instruction
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Mounla, Ghina; Bahous, Rima; Nabhani, Mona – Reading Matrix: An International Online Journal, 2011
This study analyzed the effects of the implementation of the readers' workshop on students' reading levels and comprehension skills in a first-grade, mixed-ability classroom in Lebanon. The instruments used at the beginning were running records and reading continuums, and at the end of the academic year, teachers' professional notebooks and notes…
Descriptors: Workshops, Foreign Countries, Reading Instruction, Reading Comprehension
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What Works Clearinghouse, 2007
"Kaplan SpellRead" (formerly known as "SpellRead Phonological Auditory Training"[R]) is a literacy program for struggling readers in grades 2 or above, including special education students, English language learners, and students more than two years below grade level in reading. "Kaplan SpellRead" integrates the…
Descriptors: Literacy Education, Reading Programs, Reading Instruction, Reading Fluency