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Direct linkKatlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Grantee Submission, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
Katlynn Dahl-Leonard; Colby Hall; Michael P. Mesa; Tricia A. Zucker; Delanie Peacott – Reading & Writing Quarterly, 2024
The purpose of this systematic observation study was to improve our understanding of small-group reading instruction for kindergarten students at risk for reading difficulties (RDs). We aimed to observe and document activity types addressed as well as instructional practices and materials employed during small-group instruction, with a particular…
Descriptors: Reading Instruction, Reading Difficulties, Small Group Instruction, Kindergarten
Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Grantee Submission, 2024
Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten"; RRK) and its promise to improve outcomes for kindergarten…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
Michael P. Mesa; Colby Hall; Tricia Zucker; Katlynn Dahl-Leonard; Yoonkyung Oh; Carolyn Denton – Elementary School Journal, 2024
Young students at risk for reading difficulties are likely to have long-term reading difficulties if they are not provided with evidence-based, supplemental instruction. This pilot study evaluated the feasibility of a Tier 2 reading intervention ("Reading RULES! Kindergarten;" RRK) and its promise to improve outcomes for kindergarten…
Descriptors: Reading Difficulties, Intervention, Program Evaluation, Program Implementation
Hammerschmidt-Snidarich, Stephanie M.; McComas, Jennifer J.; Simonson, Gregory R. – Preventing School Failure, 2019
Goal setting, in combination with evidence-based interventions, may be a viable intervention component to improve oral reading fluency for struggling readers. The present study examined the efficacy of individualized goal setting on the oral reading fluency rates of upper elementary students who were reading below grade level. Visual analysis of a…
Descriptors: Goal Orientation, Intervention, Oral Reading, Reading Fluency
Dussling, Tess M. – Reading Psychology, 2020
This study investigated the effectiveness of a supplemental reading program that emphasizes phoneme awareness and phonics with small groups composed of both at-risk native English-speakers and at-risk English language learners (ELLs) whose first language is not Spanish. A multiple-baseline-across-participants design was utilized to investigate the…
Descriptors: Early Intervention, Reading Difficulties, Emergent Literacy, Program Effectiveness
