In a study examining the efficacy of Heggerty's Bridge to Reading program during the 2023-2024 school year, LXD Research measured the program's impact on kindergarten and first-grade students' reading outcomes on the NWEA MAP Reading Fluency assessment. Results indicated that first graders using the program demonstrated significantly greater…

The Every Student Succeeds Act of 2015 requires the use of evidence in adopting programs, particularly for children with reading disabilities. A quasi-experimental study was conducted to evaluate the effects of a literacy intervention called Helping Early Readers Obtain Excellence in Special Education (HEROES), developed for children ages six to…

Increasing evidence indicates that individuals with Intellectual Disabilities (ID) might benefit from phonics-based reading instruction. However, research and instruction in this field has predominantly focused on sight word reading. Models for complex interventions recommend that feasibility research be conducted prior to conducting randomised…

Reading Recovery is an example of a widely used early literacy intervention for struggling first-grade readers, with a research base demonstrating evidence of impact. With funding from the U.S. Department of Education's i3 program, researchers conducted a 4-year evaluation of the national scale-up of Reading Recovery. The evaluation included an…

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a…

The goal of the RF program, Part B of the No Child Left Behind Act of 2001 (NCLB), is to have all children reading at grade level by the end of third grade. There is no legislative precedent for this program, focused as it is on preventing reading failure in the early elementary years (US Department of Education, April 2002). Because the design of…

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…

"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…

This paper summarizes the successes and failures of the Plato Elementary Reading Curriculum Project, a computer-assisted instructional system funded by the National Science Foundation from 1971 to 1976. The paper discusses what the project did, the types of hardware that were used, how lessons were designed, the two approaches that were taken…

A study was made of Formula Phonics Reading Chain Programs in six California elementary schools to determine whether these programs replicated, in both form and educational outcome, the model program. On-site visits were made to evaluate program components and teaching strategies. Student achievement data provided by the schools, the districts,…

The reading program, Words in Color, was used as a 1-year program at the first-grade level in an elementary school in Gainesville, Florida. The reading program in each of four control classes was identifiably unique and varied. Predata were collected using the Metropolitan Readiness Test, Form A, in September, 1969 and the Otis Quick Scoring…

Describes and evaluates "Breakthrough to Literacy," a beginning reading scheme based on the language experience approach and launched in Saskatoon, Canada schools in 1974. (RB)

Calling attention to the continuum of approaches reflected in beginning reading programs, this report presents content and cost analyses for over 50 beginning reading programs. The first of the report's five chapters is an introduction. The second chapter begins with a brief description of the major issues in the area of beginning reading and…

This study represents the second segment of the 3-year longitudinal study to test the effectiveness of the Listen Look Learn (LLL) Multi-Media Communication Skills System. Data were analyzed for the 1968-69 school year for 159 students who participated in LLL instruction during both their first and second year, 113 second-year students who used a…

For those school districts who wished an evaluation of the Listen Look Learn (LLL) system at grade 1 before expanding it into higher grades, a small study was conducted to determine what effect the transition to a basal reader would have on the child taught beginning reading in the LLL program. Two school districts submitted end-of-first-grade…