Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Evaluation Methods | 3 |
| Foreign Countries | 3 |
| Pretests Posttests | 3 |
| Randomized Controlled Trials | 3 |
| Reading Tests | 3 |
| Intervention | 2 |
| Outcomes of Education | 2 |
| Program Evaluation | 2 |
| Academic Achievement | 1 |
| Alternative Assessment | 1 |
| At Risk Students | 1 |
| More ▼ | |
Author
| Gorard, Stephen | 2 |
| See, Beng Huat | 2 |
| Siddiqui, Nadia | 2 |
| Amirian, Mohammad Reza | 1 |
| Davoudi, Mohammad | 1 |
| Ramazanian, Mohsen | 1 |
Publication Type
| Reports - Research | 3 |
| Journal Articles | 2 |
Education Level
| Elementary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| United Kingdom (England) | 2 |
| Iran | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Test of English as a Foreign… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkGorard, Stephen; Siddiqui, Nadia; See, Beng Huat – Educational Studies, 2016
This paper describes a randomised controlled trial conducted with 10 secondary schools in England to evaluate the impact and feasibility of Fresh Start as an intervention to help new entrants with low prior literacy. Fresh Start is a synthetic phonics programme for small groups of pupils, here implemented three times per week over 22 weeks. The…
Descriptors: Foreign Countries, Reading Programs, Intervention, Program Evaluation
Download full textAmirian, Mohammad Reza; Davoudi, Mohammad; Ramazanian, Mohsen – Advances in Language and Literary Studies, 2014
Dynamic Assessment (DA), is grounded in Vygotsky's idea on Sociocultural Theory (SCT) of mind, his concept of Zone of Proximal Development (ZPD) and its related metaphor; scaffolding. This study examined the effects of dynamic assessment on improving reading comprehension of Iranian intermediate students who were learning English as a foreign…
Descriptors: Foreign Countries, English (Second Language), Second Language Instruction, Reading Comprehension
Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat – Education Endowment Foundation, 2014
Response to Intervention (RTI) is a targeted programme that uses a tiered approach to identify the needs of low achieving pupils. The approach begins with whole class teaching (Tier 1), followed by small group tuition (Tier 2) for those who need more attention, and one to one tutoring (Tier 3) for those who do not respond to the small group…
Descriptors: Response to Intervention, Program Evaluation, Elementary School Students, Grade 5
