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A Comparison of First Graders' Reading With Little Books or Literature-Based Basal Anthologies
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Menon, Shailaja; Hiebert, Elfrieda H. – Reading Research Quarterly, 2005
This study examined the effectiveness of a little book curriculum in facilitating the independent word-solving skills of first-grade readers. The curriculum was based on a theoretical model that identified two critical dimensions of text-based support for beginning readers: linguistic content and cognitive load. The 15-week little book…
Descriptors: Grade 1, Linguistics, Intervention, Anthologies
Young Children's Responses to One-to-One Story Readings in School Settings.
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Morrow, Lesley Mandel – Reading Research Quarterly, 1988
Indicates that frequent one-to-one story readings in a school setting increased the number and complexity of comments and questions from a group of four-year-old children of low socioeconomic status. (ARH)
Descriptors: Childrens Literature, Preschool Education, Reader Response, Reading Aloud to Others
Analysis of Oral Reading Errors Made by Economically Disadvantaged Students Taught with a Synthetic-Phonics Approach.
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Carnine, Linda; And Others – Reading Research Quarterly, 1984
Concludes that in the first stage of reading, students appear to make relatively few nonsense errors on familiar words, whether they are taught with a meaning-based or phonics approach. However, if initial instruction emphasizes phonics, real word substitutions tend to be graphically constrained; with initial meaning-emphasis instruction,…
Descriptors: Context Clues, Developmental Stages, Economically Disadvantaged, Error Analysis (Language)
Investigating the Effectiveness of an Integrated Learning System on Early Emergent Readers.
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Paterson, Wendy A.; Henry, Julie Jacobs; O'Quin, Karen; Ceprano, Maria A.; Blue, Elfreda V. – Reading Research Quarterly, 2003
Presents the results of a one-year study of the effectiveness of the Waterford Early Reading Program on kindergarten and first-grade children in a large urban school district in New York state. Concludes that the Waterford program failed to outperform non-Waterford classrooms in part because it did not simulate or encourage the social…
Descriptors: Emergent Literacy, Grade 1, Interpersonal Relationship, Kindergarten
An Evaluation of Reading Recovery.
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Center, Yola; And Others – Reading Research Quarterly, 1995
Evaluates the effectiveness of Reading Recovery (RR) in 10 schools in New South Wales. Finds that the RR group was superior to control students after 15 weeks, but that no differences were found after 30 weeks. Finds that 12 months after discontinuation, 35% of the students directly benefitted from the program, 35% had not been…
Descriptors: Comparative Analysis, Early Intervention, Foreign Countries, Instructional Effectiveness
Phonological Training and the Alphabet Principle: Evidence for Reciprocal Causality.
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McGuinness, Diane; And Others – Reading Research Quarterly, 1995
Trains 94 first graders using a structured phonological reading method emphasizing English phonology and phoneme/grapheme correspondence. Compares to a control group who received a whole-language-plus-phonics approach. Notes that children in all groups improved their phonological awareness by the same amount. Concludes that phonological awareness…
Descriptors: Comparative Analysis, Grade 1, Instructional Effectiveness, Phoneme Grapheme Correspondence
Peer-Assisted Learning Strategies for First-Grade Readers: Responding to the Needs of Diverse Learners.
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Mathes, Patricia G.; Howard, Jill K.; Allen, Shelley H.; Fuchs, Douglas – Reading Research Quarterly, 1998
Examines the effectiveness of Peer-Assisted Learning Strategies (PALS) for first-grade readers as a tool for enhancing reading achievement of different learner types, particularly low achievers. States that 10 teachers incorporated PALS into their reading program. Indicates all learner types were positively affected by participation in PALS, with…
Descriptors: Cognitive Style, Grade 1, Instructional Effectiveness, Learning Strategies