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Peer reviewedTraweek, 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
Peer reviewedRiley, Richard W. – Learning Disability Quarterly, 1996
The U.S. Secretary of Education describes the Department of Education's READ*WRITE*NOW! Initiative which aims to increase literacy rates by encouraging early and frequent reading as well as summer reading for children and youth, including those with learning disabilities. The need for a closer relationship between research and practice in reading…
Descriptors: Elementary Secondary Education, Intervention, Learning Disabilities, Literacy
Peer reviewedRaskind, Marshall H.; And Others – Learning Disability Quarterly, 1995
A 1993 symposium was held in Missillac, France, to gather an international panel of experts to promote international dialog and cooperation, identify technologies for enhancing the lives of persons with learning disabilities, and establish research priorities. This article synthesizes key ideas and issues that emerged from individual presentations…
Descriptors: Assistive Devices (for Disabled), Conferences, Educational Technology, International Cooperation
Peer reviewedVadasy, 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
Peer reviewedAbbott, 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
