NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20260
Since 20250
Since 2022 (last 5 years)2
Since 2017 (last 10 years)2
Since 2007 (last 20 years)6
Descriptor
Curriculum Implementation6
Decoding (Reading)6
Instructional Effectiveness5
Reading Instruction4
Reading Skills4
Barriers3
Elementary School Students3
Elementary School Teachers3
Intervention3
Kindergarten3
Reading Tests3
Teaching Methods3
Achievement Gains2
Achievement Tests2
Algorithms2
Beginning Reading2
Control Groups2
Educational Technology2
Emergent Literacy2
English Language Learners2
Evidence Based Practice2
Experimental Groups2
Faculty Development2
Individualized Instruction2
Lesson Plans2
More ▼
Source
Early Child Development and…1
Grantee Submission1
Journal of Direct Instruction1
Journal of Educational…1
Reading & Writing Quarterly1
Remedial and Special Education1
Author
Ashley Adams2
Carol McDonald Connor2
Cassidy Wolfe2
Henry May2
Jin Kyoung Hwang2
Nicole Sparapani2
Sarah Siegal2
Stephanie Day2
Taffeta S. Wood2
Ahlgrim-Delzell, Lynn1
Baker, Joshua1
Bradley, Barbara1
Browder, Diane1
Flowers, Claudia1
Jones, Cindy D.1
Kaniuka, Theodore S.1
McKenney, Susan1
Reutzel, D. Ray1
Vitale, Michael R.1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Tests/Questionnaires1
Education Level
Early Childhood Education4
Elementary Education4
Kindergarten3
Primary Education3
Elementary Secondary Education1
Grade 31
Grade 41
Preschool Education1
Audience
Location
Arizona (Phoenix)2
Pennsylvania (Pittsburgh)2
Netherlands1
North Carolina1
United States1
Laws, Policies, & Programs
Assessments and Surveys
Gates MacGinitie Reading Tests2
Woodcock Johnson Tests of…2
Cognitive Abilities Test1
Dynamic Indicators of Basic…1
What Works Clearinghouse Rating
Showing all 6 results Save | Export
Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Carol McDonald Connor; Henry May; Nicole Sparapani; Jin Kyoung Hwang; Ashley Adams; Taffeta S. Wood; Sarah Siegal; Cassidy Wolfe; Stephanie Day – Grantee Submission, 2022
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…
Descriptors: Individualized Instruction, Kindergarten, Primary Education, Intervention
Bringing Assessment-to-Instruction (A2i) Technology to Scale: Exploring the Process from Development to Implementation
Peer reviewed Peer reviewed
Direct linkDirect link
Carol McDonald Connor; Henry May; Nicole Sparapani; Jin Kyoung Hwang; Ashley Adams; Taffeta S. Wood; Sarah Siegal; Cassidy Wolfe; Stephanie Day – Journal of Educational Psychology, 2022
Bringing effective, research-based literacy interventions into the classroom is challenging, especially given the cultural and linguistic diversity of today's classrooms. We examined the promise of Assessment-to-Instruction (A2i) technology redesigned to be used at scale to support teachers' implementation of the individualized student instruction…
Descriptors: Individualized Instruction, Kindergarten, Primary Education, Intervention
Assessing Teacher Beliefs about Early Literacy Curriculum Implementation
Peer reviewed Peer reviewed
Direct linkDirect link
McKenney, Susan; Bradley, Barbara – Early Child Development and Care, 2016
Against the backdrop of growing international concern for a narrowing view of early literacy, this study was initiated to determine how teachers of four-year-olds view their task of fostering early literacy. This paper reports on the first steps to design and validate an instrument which captures teachers' perceptions of early literacy content…
Descriptors: Teacher Attitudes, Emergent Literacy, Curriculum Implementation, Content Validity
Write to Read: Investigating the Reading-Writing Relationship of Code-Level Early Literacy Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Jones, Cindy D.; Reutzel, D. Ray – Reading & Writing Quarterly, 2015
The purpose of this study was to examine whether the code-related features used in current methods of writing instruction in kindergarten classrooms transfer reading outcomes for kindergarten students. We randomly assigned kindergarten students to 3 instructional groups: a writing workshop group, an interactive writing group, and a control group.…
Descriptors: Literacy, Reading Skills, Investigations, Reading Writing Relationship
An Evaluation of a Multicomponent Early Literacy Program for Students with Severe Developmental Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Browder, Diane; Ahlgrim-Delzell, Lynn; Flowers, Claudia; Baker, Joshua – Remedial and Special Education, 2012
This study evaluated the effectiveness of a multicomponent early literacy curriculum that included phonics and phonemic awareness in comparison to a sight word approach. A total of 93 students with severe developmental disabilities who were enrolled in Grades K through 4 were randomly assigned to either a multicomponent early literacy curriculum…
Descriptors: Phonics, Sight Vocabulary, Developmental Disabilities, Phonemic Awareness
Exploring Barriers to the Role of Corrective Reading in Systemic School Reform: Implications of a Three-Part Investigation
Peer reviewed Peer reviewed
Direct linkDirect link
Vitale, Michael R.; Kaniuka, Theodore S. – Journal of Direct Instruction, 2009
In a three-part study we explored implications for enhancing the role of "Corrective Reading" ("CR") in systemic school reform relating to teacher judgments of the high levels of student academic performance required by "CR" tasks in contrast to inappropriate instructional perspectives applied by teachers regarding…
Descriptors: Corrective Reading, Educational Change, Grade 3, Barriers