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van Gorp, Karly; Segers, Eliane; Verhoeven, Ludo – Annals of Dyslexia, 2017
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items.…
Descriptors: Feedback (Response), Word Recognition, Decoding (Reading), Grade 1
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Wu, Wei; West, Stephen G.; Hughes, Jan N. – Journal of School Psychology, 2008
We investigated the effects of grade retention in first grade on the growth of the Woodcock-Johnson broad mathematics and reading scores over three years using linear growth curve modeling on an academically at-risk sample. A large sample (n=784) of first grade children who were at risk for retention was initially identified based on low literacy…
Descriptors: Grade Repetition, Reading Skills, Grade 1, Language Proficiency
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Fried, Leanne; Konza, Deslea; Mulcahy, Peter – Australian Journal of Learning Difficulties, 2012
In many schools in Australia students often begin their primary years with limited preparation for reading. "All hands on deck" are required to ensure the best possible student success rate for learning to read. In this project, Education Assistants, often under-utilised in schools, were used to implement a reading intervention to…
Descriptors: Intervention, Early Reading, Reading Programs, Outcomes of Education
Eveleigh, Elisha Lynn – ProQuest LLC, 2010
Significant number of children in the United States have difficulty learning basic reading skills. The majority of children referred to school psychologists are referred for reading concerns. Unfortunately, the gap between good and poor readers widens over time as more advanced reading skills are built upon basic reading skills. Children with…
Descriptors: Reading Difficulties, Learning Problems, Early Intervention, Teaching Methods
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Hood, Michelle; Conlon, Elizabeth; Andrews, Glenda – Journal of Educational Psychology, 2008
In this 3-year longitudinal study, the authors tested and extended M. Senechal and J. Le Fevre's (2002) model of the relationships between preschool home literacy practices and children's literacy and language development. Parent-child reading (Home Literacy Environment Questionnaire plus a children's Title Recognition Test) and parental teaching…
Descriptors: Phonological Awareness, Preschool Children, Parents as Teachers, Family Environment
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Rolla San Francisco, Andrea; Arias, Melissa; Villers, Renata; Snow, Catherine – International Journal of Educational Research, 2006
Grade retention has been the de facto policy for children with academic difficulties in many Latin American countries [Schiefelbein, E., & Wolff, L. (1992). "Repetition and inadequate achievement in Latin America's primary schools: a review of magnitudes, causes, relationships, and strategies." Washington, DC: World Bank.]. In Costa…
Descriptors: Program Effectiveness, Foreign Countries, Latin Americans, Early Intervention