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Direct linkMoylan, Laura A.; Johnson, Evelyn S.; Zheng, Yuzhu – Reading & Writing Quarterly, 2022
This study describes the development of a special education teacher observation protocol detailing the elements of effective decoding instruction. The psychometric properties of the protocol were investigated through many-facet Rasch measurement (MFRM). Video observations of classroom decoding instruction from 20 special education teachers across…
Descriptors: Decoding (Reading), Special Education Teachers, Psychometrics, Video Technology
Cooke, Nancy L.; Slee, Jill M.; Young, Cheryl A. – Reading Improvement, 2020
There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…
Descriptors: Spelling, Reading Instruction, Teaching Methods, Reading Programs
Download full textHank Fien; Jean L. M. Smith; Keith Smolkowski; Scott K. Baker; Nancy J. Nelson; Erin Chaparro – Grantee Submission, 2015
This paper presents findings of an efficacy trial examining the effect of a multi-tiered instruction and intervention model on first grade, at risk students' reading outcomes. Schools (n = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of SAT-10…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
Fien, Hank; Smith, Jean Louise M.; Smolkowski, Keith; Baker, Scott K.; Nelson, Nancy J.; Chaparro, Erin – Journal of Learning Disabilities, 2015
This article presents findings of an efficacy trial examining the effect of a multitiered instruction and intervention model on first grade at-risk students' reading outcomes. Schools (N = 16) were randomly assigned to the treatment or control condition. In the fall of Grade 1, students were assigned to an instructional tier on the basis of…
Descriptors: Grade 1, Elementary School Students, At Risk Students, Reading Difficulties
Barbara Gunn; Keith Smolkowski; Patricia Vadasy – Journal of Research on Educational Effectiveness, 2011
This article reports the outcomes of an experimental evaluation of "Read Well Kindergarten" (RWK), a program that focuses on the development of vocabulary, phonological awareness, alphabetic understanding, and decoding. Kindergarten teachers in 24 elementary schools in New Mexico and Oregon were randomly assigned, by school, to teach RWK…
Descriptors: Reading Fluency, Beginning Reading, Phonological Awareness, Program Effectiveness
Fien, Hank; Park, Yonghan; Baker, Scott K.; Smith, Jean L. Mercier; Stoolmiller, Mike; Kame'enui, Edward J. – School Psychology Review, 2010
A theory-based approach was used to investigate the relations among Nonsense Word Fluency (NWF) initial skill status in the fall of first grade, NWF growth across the school year, and end-of-year oral reading fluency and reading comprehension (RC) skill. Hypotheses were anchored to Perfetti's verbal efficiency theory and the role of automaticity…
Descriptors: Reading Comprehension, Reading Fluency, Early Reading, School Psychologists
What Works Clearinghouse, 2006
"Reading Mastery" is a direct instruction program designed to provide explicit, systematic instruction in English language reading. Reading Mastery is available in two versions, "Reading Mastery Classic" levels I and II (for use in grades K-3) and "Reading Mastery Plus," an integrated reading-language program for…
Descriptors: Second Language Learning, Speech Communication, Vocabulary Development, Spanish Speaking
