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The Effects and Interactions of Student, Teacher, and Setting Variables on Reading Outcomes for Kindergarteners Receiving Supplemental Reading Intervention
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Hagan-Burke, Shanna; Coyne, Michael D.; Kwok, Oi-man; Simmons, Deborah C.; Kim, Minjung; Simmons, Leslie E.; Skidmore, Susan T.; Hernandez, Caitlin L.; McSparran Ruby, Maureen – Journal of Learning Disabilities, 2013
This exploratory study examined the influences of student, teacher, and setting characteristics on kindergarteners' early reading outcomes and investigated whether those relations were moderated by type of intervention. Participants included 206 kindergarteners identified as at risk for reading difficulties and randomly assigned to one of two…
Descriptors: Reading Instruction, Student Characteristics, Teacher Characteristics, Kindergarten
Ameliorating Reading Disabilities Early: Examining an Effective Encoding and Decoding Prevention Instruction Model
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Weiser, Beverly L. – Learning Disability Quarterly, 2013
The purpose of this study was to determine whether integrating encoding instruction with reading instruction provides stronger gains for students who struggle with reading than instruction that includes little or no encoding. An instructional design model was investigated to best fit the data of 175 first-grade readers at risk for reading…
Descriptors: Pretests Posttests, Measures (Individuals), Reading Comprehension, Progress Monitoring