Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Beginning Reading | 3 |
| Decoding (Reading) | 3 |
| Elementary School Students | 3 |
| English | 3 |
| Grade 1 | 3 |
| Intervention | 3 |
| Kindergarten | 3 |
| Reading Programs | 3 |
| Second Language Learning | 3 |
| Vocabulary Development | 3 |
| Comparative Analysis | 2 |
| More ▼ | |
Author
| Nelson, J. Ron | 3 |
| Sanders, Elizabeth A. | 3 |
| Vadasy, Patricia F. | 3 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
Education Level
| Elementary Education | 3 |
| Grade 1 | 3 |
| Kindergarten | 3 |
| Early Childhood Education | 2 |
| Primary Education | 2 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 2 |
| Meets WWC Standards with or without Reservations | 2 |
Peer reviewed
Direct linkVadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron – Journal of Research on Educational Effectiveness, 2015
A two-cohort cluster-randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). Connections students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in a storybook…
Descriptors: Kindergarten, Elementary School Students, English Language Learners, Instructional Effectiveness
Download full textVadasy, Patricia F.; Sanders, Elizabeth A.; Nelson, J. Ron – Grantee Submission, 2015
A two-cohort cluster randomized trial was conducted to estimate effects of small-group supplemental vocabulary instruction for at-risk kindergarten English learners (ELs). "Connections" students received explicit instruction in high-frequency decodable root words, and interactive book reading (IBR) students were taught the same words in…
Descriptors: Kindergarten, Elementary School Students, English Language Learners, Instructional Effectiveness
Nelson, J. Ron; Vadasy, Patricia F.; Sanders, Elizabeth A. – Journal of Literacy Research, 2011
The purpose of this study was to test the efficacy of a Tier 2 standard protocol supplemental intervention designed simultaneously to develop root word vocabulary and reinforce decoding skills being taught to all students in the core beginning reading program with kindergarten Spanish-speaking English learners (ELs). Participating students were…
Descriptors: Elementary School Students, Speech Communication, Intervention, Beginning Reading
