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Direct linkStacie Brady; Linda H. Mason – Learning Disability Quarterly, 2024
Ten morphological awareness intervention studies, conducted in English with students in kindergarten through 12th grade between 2008 and 2020, were synthesized in this article. Research in the studies focused on the effects of morphological awareness intervention on literacy outcomes of students who struggle with reading and writing--including…
Descriptors: Morphology (Languages), Intervention, Elementary Secondary Education, Reading Skills
Guy Martin; Christopher J. Lemons; Yasmina E. Haddad – Remedial and Special Education, 2025
Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies' descriptive characteristics, methodological quality, and…
Descriptors: Paraprofessional School Personnel, Literacy Education, Intervention, Program Effectiveness
Download full textGersten, Russell; Newman-Gonchar, Rebecca; Haymond, Kelly S.; Dimino, Joseph – Regional Educational Laboratory Southeast, 2017
Response to intervention (RTI) is a comprehensive early detection and prevention strategy used to identify and support struggling students before they fall behind. An RTI model usually has three tiers or levels of support. Tier 1 is generally defined as classroom instruction provided to all students, tier 2 is typically a preventive intervention…
Descriptors: Response to Intervention, Primary Education, Grade 1, Grade 2
Joseph, Laurice M.; Schisler, Rebecca – Remedial and Special Education, 2009
The purpose of this review was to explore the effectiveness of teaching basic reading skills to adolescents. Studies that were published in the past 20 years from 1986 to 2006 were selected and reviewed on the basis of specific criteria for inclusion. Results indicated that there were 23 studies that met the criteria. Findings revealed that…
Descriptors: Reading Achievement, Adolescents, Program Effectiveness, Reading Skills
Peer reviewedWeismer, Susan Ellis – Topics in Language Disorders, 1997
Reviews studies that investigated the effects of emphatic stress on novel word learning by children with normal language and those with specific language impairments. The results indicate that use of emphatic stress on modeled target forms improved the children's lexical learning. Implications for language intervention are discussed. (Author/CR)
Descriptors: Children, Intervention, Language Impairments, Language Processing
Peer reviewedHall, Tracey E.; Hughes, Charles A.; Filbert, Melinda – Education and Treatment of Children, 2000
A review of 17 studies on computer assisted instruction (CAI) in reading interventions for students with learning disabilities found most CAI programs employed drill and practice procedures, followed by strategy instruction, then simulation. The focus was split between word recognition and reading comprehension, followed by language/vocabulary,…
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Elementary Secondary Education, Learning Disabilities
