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Peer reviewed
Download full textWhat Works Clearinghouse, 2017
"Leveled Literacy Intervention" ("LLI") is a short-term, supplementary, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and…
Descriptors: Literacy Education, Intervention, Reading Difficulties, Reading Instruction
Direct linkPoncy, Brian C.; Skinner, Christopher H. – Journal of Applied School Psychology, 2011
The authors used a multiple-probe, across-tasks design to evaluate the effects of a classwide, multicomponent intervention on first-grade students' addition-fact fluency. Intervention components included "cover, copy, and compare," a 2-min math sprint, and a weekly group reward. Results showed that classwide digits correct per minute averages…
Descriptors: Grade 1, Elementary School Students, Mathematics Skills, Task Analysis
What Works Clearinghouse, 2013
The study reviewed in this report examined the impact of a summer literacy program on kindergarten and first-grade students who were at moderate risk for reading difficulties in one Pacific Northwest school district. The study took place through a limited expansion of an existing summer program for high-risk students that was modified to include…
Descriptors: Summer Programs, Reading Programs, Intervention, Kindergarten
Muyskens, Paul; Marston, Doug; Reschly, Amy L. – California School Psychologist, 2007
Behavioral difficulties of school-aged students are typically dealt with in a reactive, rather than preventative manner. This article examines a proactive approach, consistent with the Response-to-Intervention model, using a screening measure designed to identify students at risk for behavior difficulties and targeting these students for early…
Descriptors: Early Intervention, At Risk Students, Teacher Attitudes, Academic Achievement
Paris, Alison H.; Paris, Scott G. – Cognition and Instruction, 2007
This study provided 5 weeks of direct strategy instruction about narrative elements and relations in 4 first-grade classrooms (n = 83), all with materials that made minimal decoding demands on children's reading. Two comparison classrooms (n = 40) received comparable instruction on language development and poetry. A battery of assessments given at…
Descriptors: Reading Comprehension, Listening Comprehension, Primary Education, Statistical Analysis
Morris, Darrell – Reading Research and Instruction, 2005
This study describes the evolution of an exemplary Title I reading program in a rural elementary school. The key element in the program was a knowledgeable reading teacher who worked directly with children and also supervised the tutoring efforts of others (teacher assistants and community volunteers). A snapshot of longitudinal test data showed…
Descriptors: Reading Achievement, Program Development, Rural Schools, Elementary Schools
Vaughn, Sharon; Mathes, Patricia; Linan-Thompson, Sylvia; Cirino, Paul; Carlson, Coleen; Pollard-Durodola, Sharolyn; Cardenas-Hagan, Elsa; Francis, David – Elementary School Journal, 2006
A first-grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students' core reading instruction (English). Two hundred sixteen first-grade students from 14 classrooms in 4 schools from 2 districts…
Descriptors: Second Language Learning, Reading Instruction, Intervention, Instructional Effectiveness
What Works Clearinghouse, 2007
"Reading Recovery"[R] is a short-term tutoring intervention program intended to serve the lowest achieving (bottom 20%) first-grade students. Students are chosen for "Reading Recovery"[R] by school staff, and selection is based on prior reading achievement, diagnostic testing (the Clay Observation Survey of Early Literacy…
Descriptors: High Risk Students, Grade 1, Reading Research, Literacy Education
