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Lerkkanen, Marja-Kristiina; Rasku-Puttonen, Helena; Aunola, Kaisa; Nurmi, Jari-Erik – Journal of Early Childhood Research, 2004
This study investigates prospective relationships between phonemic awareness and reading performance during the first year of Finnish primary school. Pedagogical interest lay in finding out whether systematic use of phonics in reading instruction supported children's reading performance even if children can already decode. A total of 85 children…
Descriptors: Phonemics, Reading Achievement, Phonemic Awareness, Reading Skills
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Martinet, Catherine; Valdois, Sylviane; Fayol, Michel – Cognition, 2004
This study reports two experiments assessing the spelling performance of French first graders after 3 months and after 9 months of literacy instruction. The participants were asked to spell high and low frequency irregular words (Experiment 1) and pseudowords, some of which had lexical neighbours (Experiment 2). The lexical database which children…
Descriptors: Grade 1, Reading Instruction, Literacy Education, Spelling
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Adams, Gary L.; Slocum, Timothy A. – Journal of Direct Instruction, 2004
A recent report by Dr. Randall Ryder evaluated the use of Direct Instruction (DI) reading programs in 2 school districts in Wisconsin. In the report, Ryder claimed that students in 1st, 2nd, and 3rd grade who received Direct Instruction scored significantly lower on several standardized tests of reading than students who received more traditional…
Descriptors: Reading Research, Elementary Education, Reading Instruction, Reading Programs
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Kinder, Diane; Stein, Marcy; Osborn, Jean – Journal of Direct Instruction, 2004
Two curriculum evaluation projects were conducted in response to requests from practitioners interested in determining the quality of commercially developed reading programs. The 1st project, sponsored by 3 school districts in Texas, focused on 5 1st grade reading programs. The 2nd, conducted at the request of junior high, middle-, and high-school…
Descriptors: Program Effectiveness, Remedial Reading, Beginning Reading, Evaluation Criteria
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D'Agostino, Jerome V.; Murphy, Judith A. – Educational Evaluation and Policy Analysis, 2004
We conducted a meta-analysis of 36 studies of Reading Recovery (RR), an intensive tutorial intervention designed to develop the literacy skills of low-performing first-grade students. Few individual studies of the program have yielded conclusive evidence regarding the program's effectiveness due to various methodological limitations. We relied on…
Descriptors: Meta Analysis, Reading Comprehension, Reading Instruction, Intervention
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Jenkins, Joseph R.; Peyton, Julia A.; Sanders, Elizabeth A.; Vadasy, Patricia F. – Scientific Studies of Reading, 2004
At-risk 1st graders were randomly assigned to tutoring in more or less decodable texts, and instruction in the same phonics program. The more decodable group (n = 39) read storybooks that were consistent with the phonics program. The less decodable group (n = 40) read storybooks written without phonetic control. During the first 30 lessons,…
Descriptors: Grade 1, Tutoring, Story Reading, Phonics
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Tobin, Kevin G. – Journal of Direct Instruction, 2004
This study is a follow-up on a previous study of the effects of 2 beginning reading programs implemented in 1st grade. In the previous study, 40 1st-grade students who were matched based on their Concepts About Print Test (Clay, 1979) and Phonological Segmentation Fluency from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good…
Descriptors: Elementary Education, Grade 3, Grade 4, Elementary School Students
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Vaughn, Sharon; Cirino, Paul T.; Linan-Thompson, Sylvia; Mathes, Patricia G.; Carlson, Coleen D.; Hagan, Eisa Cardenas; Pollard-Durodola, Sharolyn D.; Fletcher, Jack M.; Francis, David J. – American Educational Research Journal, 2006
Two studies of Grade 1 reading interventions for English-language (EL) learners at risk for reading problems were conducted. Two samples of EL students were randomly assigned to a treatment or untreated comparison group on the basis of their language of instruction for core reading (i.e., Spanish or English). In all, 91 students completed the…
Descriptors: Grade 1, Intervention, Spanish, English (Second Language)
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Dantas, Maria Luiza – Literacy Teaching and Learning, 2003
This paper examines the co-constructed nature of classroom life, and what became constituted as one child's story of literacy learning in first grade. It takes an over-time look at how opportunities for literacy learning were constructed within multiple, intermingling contexts (classroom, school, district, and family). Derek's literacy learning…
Descriptors: Literacy Education, Reading Instruction, Grade 1, Elementary School Students
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Schmitt, Maribeth Cassidy – Literacy Teaching and Learning, 2003
The purpose of this study was two-fold: (a) to explore the nature of elementary school children's metacognitive knowledge of strategies appropriate for before, during, and after reading; and (b) to determine whether children who had participated in Reading Recovery instruction in the first grade had similar understandings as their current third-…
Descriptors: Elementary School Students, Reading Failure, Reading Strategies, Metacognition
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Chapman, Marilyn L. – Literacy Teaching and Learning, 2003
In this article, Marilyn Chapman provides educators and others interested in early literacy with important information about phonemic awareness to help them make decisions about what to do in their schools. She begins with an explanation of phonemic awareness and how it relates to other aspects of literacy development such as phonological…
Descriptors: Class Activities, Invented Spelling, Learning Activities, Phonemics
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Case, Lisa Pericola; Speece, Deborah L.; Molloy, Dawn Eddy – School Psychology Review, 2003
Using a mixed-methodology, longitudinal design, individual differences and contextual factors related to differential response to general education instruction were examined. We tested a response-to-instruction model reflecting the first three phases of a model proposed by Fuchs and Fuchs (1998). We classified first- and second-grade children…
Descriptors: Reading Difficulties, Learning Problems, General Education, Validity
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Lesaux, Nonie K.; Siegel, Linda S. – Developmental Psychology, 2003
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized…
Descriptors: Kindergarten, Grade 1, Grade 2, Beginning Reading
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Slack, Jill B. – Journal of Staff Development, 2003
The Reading Success Network (RSN) is a model for improving literacy schoolwide through peer coaching, ongoing assessments of children's learning, using data to inform teaching, specific instructional strategies, and a support network of RSN schools. Federally funded regional centers across the country provide on-site professional learning for…
Descriptors: Educational Strategies, Literacy, Reading Instruction, Student Evaluation
Phillips, Linda M.; Leithead, Marion R.; Smith, Martha L. – Canadian Journal of Education, 2002
In this study we analyzed the use of children's literature in three widely used commercially published and literature-based reading programs for grades 1 to 6. On average, 37% of the literature selections had been previously published, with a range by publisher of 4% to 55%. These percentages are noticeably lower than those reported for American…
Descriptors: Reading Programs, Childrens Literature, Foreign Countries, Reading Comprehension
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