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"Reading First" Kindergarten Classroom Instruction and Students' Growth in Phonological Awareness and Letter Naming-Decoding Fluency
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Al Otaiba, Stephanie; Connor, Carol; Lane, Holly; Kosanovich, Marcia L.; Schatschneider, Chris; Dyrlund, Allison K.; Miller, Melissa S.; Wright, Tyran L. – Journal of School Psychology, 2008
This study investigated the role of the amount, content, and implementation of reading instruction provided by 17 kindergarten teachers in eight "Reading First" elementary schools as it related to students' progress (n = 286 students) on early reading assessments of phonological awareness and letter naming-decoding fluency. Children's…
Descriptors: Phonics, Beginning Reading, Phonological Awareness, Kindergarten
Assessing the Effects of "Corrective Reading Decoding B1" with a High School Student with Intellectual and Developmental Disabilities: A Case Study
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Peterson, James L.; Marchand-Martella, Nancy E.; Martella, Ronald C. – Journal of Direct Instruction, 2008
Although "Corrective Reading Decoding" has been validated as effective over a wide range of students, there is a lack of information on its effectiveness with older students having intellectual and developmental disabilities (IDD). Thus, the purpose of this investigation was to determine the effectiveness of "Corrective Reading…
Descriptors: Corrective Reading, Mental Retardation, Developmental Disabilities, Program Effectiveness
Beginning Reading. What Works Clearinghouse Topic Report
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What Works Clearinghouse, 2007
This What Works Clearinghouse (WWC) topic report addresses reading interventions for students in grades K-3, including core reading curricula, programs, or products to be used as supplements to other reading instruction, programs that focus on staff development, and literacy software. The WWC review on beginning reading focuses on programs…
Descriptors: Reading Fluency, Beginning Reading, Reading Programs, Reading Achievement