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Teaching Phonological Processing Skills in Early Literacy: A Developmental Approach.
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Vandervelden, Margaretha C.; Siegel, Linda S. – Learning Disability Quarterly, 1997
Fifteen children (ages 5.1 to 6) received a 12-week intervention on measures of phonological processing skills and reading. At posttest, students performed significantly better than the control group on measures of phonological processing skills and in reading. Results suggest such early intervention may enhance early reading and possibly reduce…
Descriptors: Beginning Reading, Early Intervention, Learning Disabilities, Phonology
The Effectiveness of One-to-One Tutoring by Community Tutors for At-Risk Beginning Readers.
Peer reviewed Peer reviewed
Vadasy, Patricia F.; Jenkins, Joseph R.; Antil, Lawrence R.; Wayne, Susan K.; O'Connor, Rollanda E. – Learning Disability Quarterly, 1997
Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in…
Descriptors: Beginning Reading, Early Intervention, Grade 1, Individual Instruction
Effects of Integrated Picture Mnemonics on the Letter Recognition and Letter-Sound Acquisition of Transitional First-Grade Students with Special Needs.
Peer reviewed Peer reviewed
Fulk, Barbara M.; And Others – Learning Disability Quarterly, 1997
Using a multiple baseline across students design, the effects of an integrated picture mnemonic strategy on the letter-sound acquisition of three transitional first-grade students with special needs were investigated. Follow-up data indicated the method was an effective instructional technique and that results were maintained over time. (Author/DB)
Descriptors: Beginning Reading, Decoding (Reading), Grade 1, Instructional Effectiveness
A Longitudinal Study of the Effects of the Bridge Reading Program for Children At Risk for Reading Failure.
Peer reviewed Peer reviewed
Biemiller, Andrew; Siegel, Linda S. – Learning Disability Quarterly, 1997
This study compared the "Bridge" experimental reading program and whole language instruction with 106 economically disadvantaged first graders at risk for reading difficulties. The "Bridge" program uses icons or picture symbols to facilitate print word identification. The "Bridge" group performed significantly better…
Descriptors: Beginning Reading, Early Intervention, Economically Disadvantaged, Grade 1
Comparisons of Beginning Literacy Programs: Alternative Paths to the Same Learning Outcome.
Peer reviewed Peer reviewed
Traweek, Dean; Berninger, Virginia – Learning Disability Quarterly, 1997
This study compared two beginning reading programs, Integrated Reading-Writing (IR-W) and DISTAR in comparable urban schools with students "at risk" for literacy problems. Although the two programs resulted in comparable gains in word recognition and overall reading achievement by the end of first grade, children in IR-W tended to…
Descriptors: Beginning Reading, Comparative Analysis, Early Intervention, Educationally Disadvantaged
Year-Long Balanced Reading/Writing Tutorial: A Design Experiment Used for Dynamic Assessment.
Peer reviewed Peer reviewed
Abbott, Sylvia P.; Reed, Elizabeth; Abbott, Robert D.; Berninger, Virginia W. – Learning Disability Quarterly, 1997
Sixteen children with severe reading problems in first grade received a year-long individual tutorial intervention. Growth curve analyses found significant gains on measures of orthographic and phonological coding, word identification, word attack skills, reading comprehension, letter automaticity, and spelling and marginally significant gains in…
Descriptors: Beginning Reading, Decoding (Reading), Dyslexia, Grade 1