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Melton, Cindy M.; Smothers, Bobbie C.; Anderson, Eugene; Fulton, Ray; Replogle, William H.; Thomas, Lisa – Reading Improvement, 2004
The purpose of this study was to compare the reading achievement growth of fifth grade students following a year of participation in the Accelerated Reader program with the reading achievement growth of fifth grade students who did not participate in the Accelerated Reader program. The Terra Nova standardized achievement test was used as the…
Descriptors: Reading Achievement, Acceleration (Education), Grade 5, Computer Software
Peer reviewed Peer reviewed
Boling, Charlotte; Martin, Sarah H.; Martin, Michael A. – Reading Improvement, 2002
Determines the effect of computer-assisted instruction on first grade students' vocabulary development. Notes that students in two groups were involved in DEAR (Drop Everything And Read) as a part of their instruction in a balanced literacy program. Shows a significant difference for both groups on pre and posttests, however the mean difference…
Descriptors: Computer Assisted Instruction, Grade 1, Instructional Effectiveness, Instructional Improvement
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Rogier, Lana L.; Owens, James L.; Patty, Del L. – Reading Improvement, 1999
Describes the successes of Writing to Read (WTR) program used with students in kindergarten and grade one as well as with two key subgroups (low-socioeconomic students and males who lag behind in reading and writing). Finds that with this program these subgroups can progress in reading and writing, and fewer students are recommended for remedial…
Descriptors: Computer Assisted Instruction, Grade 1, Kindergarten, Learning Strategies
Peer reviewed Peer reviewed
Ashworth, Deborah R. – Reading Improvement, 1999
Compares the reading achievement of second graders who were taught with a direct instruction program to second graders who were taught with a basal reading program in three areas: vocabulary, comprehension, and language. Finds Direct Instruction was more successful than the basal reading program. (NH)
Descriptors: Basal Reading, Grade 2, Instructional Effectiveness, Phonics
Peer reviewed Peer reviewed
Leahy, Peg – Reading Improvement, 1991
Gathers qualitative and quantitative measures in a formative analysis of the Writing to Read program. Finds that qualitative measures supported student, parent, and teacher satisfaction related to the program and that some statistically significant differences were found between first- and second-grade Writing to Read students and control…
Descriptors: Computer Assisted Instruction, Instructional Effectiveness, Primary Education, Program Effectiveness