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A Randomized Controlled Trial Evaluation of an After-School Prosocial Behavior Program in an Area of Socioeconomic Disadvantage
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O'Hare, Liam; Biggart, Andy; Kerr, Karen; Connolly, Paul – Elementary School Journal, 2015
A randomized controlled trial was used to evaluate the effects of a prosocial behavior after-school program called Mate-Tricks for 9- and 10-year-old children and their parents living in an area of significant socioeconomic disadvantage. The children were randomly assigned to an intervention (n = 220) or a control group (n = 198). Children were…
Descriptors: After School Programs, Prosocial Behavior, Economically Disadvantaged, Research Methodology
The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention: The Targeted Reading Intervention
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Steven J. Amendum; Lynne Vernon-Feagans; Marnie C. Ginsberg – Elementary School Journal, 2011
The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative…
Descriptors: Reading Difficulties, Special Needs Students, Early Reading, Intervention
Head Start Program and Early School Achievement
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Hulan, John R. – Elementary School Journal, 1972
The follow-up investigation reported here compares the achievement-test scores of children in six Title 1 schools who had an eight-month preschool experience with the scores of children without that experience. (Author)
Descriptors: Achievement Gains, Early Childhood Education, Economically Disadvantaged, Followup Studies
Direct Instruction: A Project Follow Through Success Story in an Inner-City School.
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Meyer, Linda A.; And Others – Elementary School Journal, 1983
Describes Project P.S. 137, implemented in a New York City public school. Affiliated with the University of Oregon's Direct Instruction Model, the project involved kindergarten, first-, second-, and third-grade classes. Students in the program consistently surpassed mean performance levels of comparable disadvantaged inner-city students on…
Descriptors: Economically Disadvantaged, Educational Improvement, Elementary School Students, Primary Education