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Zimmerman, Belinda S.; Rasinski, Timothy V.; Was, Christopher A.; Rawson, Katherine A.; Dunlosky, John; Kruse, Sharon D.; Nikbakht, Elham – Reading Psychology, 2019
This study investigated the efficacy of the Fluency Development Lesson (FDL) in improving reading achievement in primary grade struggling readers. 30 readers, enrolled in a summer reading clinic, participated in daily 40-min mini-reading lessons across 5 weeks. During the fluency lessons, readers practiced and developed their literacy skills…
Descriptors: Outcomes of Education, Reading Difficulties, Reading Achievement, Elementary School Students
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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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January, Stacy-Ann A.; Lovelace, Mary E.; Foster, Tori E.; Ardoin, Scott P. – Journal of Behavioral Education, 2017
Strategic Incremental Rehearsal (SIR) is a recently developed flashcard intervention that blends Traditional Drill with Incremental Rehearsal (IR) for teaching sight words. The initial study evaluating SIR found it was more effective than IR for teaching sight words to first-grade students. However, that study failed to assess efficiency, which is…
Descriptors: Intervention, Visual Stimuli, Drills (Practice), Word Recognition
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Wolf, Beverly; Abbott, Robert D.; Berninger, Virginia W. – Reading and Writing: An Interdisciplinary Journal, 2017
In Study 1, the treatment group (N = 33 first graders, M = 6 years 10 months, 16 girls) received Slingerland multi-modal (auditory, visual, tactile, motor through hand, and motor through mouth) manuscript (unjoined) handwriting instruction embedded in systematic spelling, reading, and composing lessons; and the control group (N = 16 first graders,…
Descriptors: Handwriting, Writing Instruction, Grade 1, Elementary School Students
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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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Shannon, Lisa Cassidy; Styers, Mary Koenig; Wilkerson, Stephanie Baird; Peery, Elizabeth – Computers in the Schools, 2015
This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. Accelerated Reader is a progress-monitoring, assessment, and practice tool that supports classroom instruction and guides independent reading. Researchers used a randomized controlled trial to evaluate the program with 344…
Descriptors: Computer Assisted Instruction, Reading Instruction, Elementary School Students, Instructional Effectiveness
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Walcott, Christy M.; Marett, Katherine; Hessel, Amanda B. – Journal of Applied School Psychology, 2014
Children who are significantly inattentive and poor early readers require intervention, and traditional tutoring approaches may not be effective with this group. Using a single-subject, multiple-baseline-across-participants design, Study 1 examines whether a computer-assisted reading intervention increases performance for three first-grade…
Descriptors: Reading Difficulties, Intervention, Reading Improvement, Computer Assisted Instruction
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Amendum, Steven J.; Fitzgerald, Jill – Journal of Literacy Research, 2013
We addressed whether the degree of structure of reading content delivery to the children or degree of professional development support for the teachers was related to kindergarten through second-grade students' 2-year reading growth in high-poverty, low-performing schools. There were four categories of data sources: (a) classroom,…
Descriptors: Faculty Development, Kindergarten, Elementary School Students, Grade 2
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Mostow, Jack; Nelson-Taylor, Jessica; Beck, Joseph E. – Journal of Educational Computing Research, 2013
A 7-month study of 178 students in grades 1-4 at two Blue Ribbon schools compared two daily 20-minute treatments. Eighty-eight students used the 2000-2001 version of Project LISTEN's Reading Tutor (www.cs.cmu.edu/~listen) in 10-computer labs, averaging 19 hours over the course of the year. The Reading Tutor served as a computerized implementation…
Descriptors: Oral Reading, Intelligent Tutoring Systems, Sustained Silent Reading, Comparative Analysis
Kupzyk, Sara; Daly, Edward J., III; Andersen, Melissa N. – Journal of Applied Behavior Analysis, 2011
Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR…
Descriptors: Elementary School Students, Instructional Effectiveness, Teaching Methods, Reading Instruction
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Vaughn, Sharon; Wanzek, Jeanne; Murray, Christy S.; Scammacca, Nancy; Linan-Thompson, Sylvia; Woodruff, Althea L. – Exceptional Children, 2009
This study examined the effects of an intensive reading intervention for students demonstrating minimal response to previous, less intensive intervention. Participants received intervention for 13 to 26 weeks in first grade. In second grade, students were screened and those meeting the benchmark (higher responders) did not received an additional…
Descriptors: Reading Comprehension, Early Intervention, Early Reading, Learning Disabilities
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Pindiprolu, Sekhar S.; Forbush, David – Journal of the International Association of Special Education, 2009
In 2000, National Reading Panelists (NRP) reported that computer delivered reading instruction has potential for promoting the reading skills of students at-risk for reading failure. However, panelists also noted a scarcity of data present in the literature on the effects of computer-based reading instruction. This preliminary investigation…
Descriptors: Computer Assisted Instruction, Reading Instruction, Elementary School Students, At Risk Students
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What Works Clearinghouse, 2007
"Read Naturally" is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's web site, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student…
Descriptors: Reading Fluency, Reading Comprehension, Instructional Effectiveness, Intervention