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Chaparro, Erin A.; Smolkowski, Keith; Gunn, Barbara; Dennis, Caroline; Vadasy, Patricia – Journal of Education for Students Placed at Risk, 2022
This paper reports the outcomes of an experimental evaluation of "Direct Instruction Spoken English" ("DISE"), an English language curriculum that focuses on developing English speaking, listening, and comprehension skills in English Learners (ELs). Twenty-nine middle schools in three states were randomly assigned to teach…
Descriptors: Program Effectiveness, English (Second Language), Second Language Learning, Second Language Instruction
Smythe-Leistico, Kenneth; Page, Lindsay C. – Journal of Education for Students Placed at Risk, 2018
Poor school attendance in the early grades is predictive of poor subsequent educational outcomes. We report on a pilot intervention aiming to reduce chronic absenteeism in kindergarten. We designed and implemented a two-way, text-based parent-school communication system to encourage daily attendance, provide parents with personalized feedback on…
Descriptors: Synchronous Communication, Handheld Devices, Attendance, Parent Participation
Han, Jisu; Schlieber, Marisa; Gregory, Bradley – Journal of Education for Students Placed at Risk, 2017
This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a…
Descriptors: Oral Language, Language Skills, Vocabulary Development, Expressive Language
D'Agostino, Jerome V.; Harmey, Sinéad J. – Journal of Education for Students Placed at Risk, 2016
Reading Recovery is one of the most researched literacy programs worldwide. Although there have been at least 4 quantitative reviews of its effectiveness, none have considered all rigorous group-comparison studies from all implementing nations from the late 1970s to 2015. Using a hierarchical linear modeling (HLM) v-known analysis, we examined if…
Descriptors: Meta Analysis, Reading, Reading Programs, Hierarchical Linear Modeling
Algozzine, Bob; Marr, Mary Beth; Kavel, Rebecca L.; Dugan, Katherine Keller – Journal of Education for Students Placed at Risk, 2009
Fluent oral reading is essential for success in elementary school. In this study, we investigated the effectiveness of enhanced reading fluency instruction for struggling readers. The intervention was provided to small groups of students at risk for reading difficulties. Students were assessed on key early literacy skills. Second-grade students…
Descriptors: Reading Difficulties, Intervention, Reading Fluency, Reading Failure
Hemphill, Lowry; Tivnan, Terrence – Journal of Education for Students Placed at Risk, 2008
Although research documents a key contribution of print skills to early literacy, vocabulary and other language skills also provide an important foundation. Focusing on a sample of several hundred low-income children in 16 urban schools that were implementing literacy interventions, 1st-grade predictors of literacy development were traced over…
Descriptors: Urban Schools, Reading Comprehension, Emergent Literacy, Grade 1
Bernhard, Judith K.; Winsler, Adam; Bleiker, Charles; Ginieniewicz, Jorge; Madigan, Amy L. – Journal of Education for Students Placed at Risk, 2008
This article evaluates the utility of the Early Authors Program, a 12-month early literacy intervention emphasizing highly meaningful language interactions that was implemented in childcare facilities in an ethnically and linguistically diverse, urban, low-income community. Children learn to be writers and readers by creating their own…
Descriptors: Experimental Groups, Control Groups, Intervention, Poverty
Peer reviewed
Crevola, Carmel A.; Hill, Peter W. – Journal of Education for Students Placed at Risk, 1998
Reports results from an initial evaluation of a project to develop and implement a whole-school approach to prevention and intervention in early literacy based on a design similar to "Success for All." Early implementation and outcomes from the first year of implementation in the Victoria (Australia) schools are reported. (SLD)
Descriptors: Elementary Education, Emergent Literacy, Evaluation Methods, Foreign Countries