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…

As computer assisted instruction (CAI) becomes increasingly sophisticated, its appeal as a viable method of literacy intervention with young children continues despite limited evidence of effectiveness. The present study sought to assess the impact of one such CAI program, "Imagine Learning English" (ILE), on both the receptive…

"Reading Recovery[R]" is a short-term intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. The supplementary program aims to promote literacy skills and foster the development of reading and writing strategies by tailoring individualized lessons to each student. Tutoring is…

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 describes the results of a behavioral analysis of learning sequences used in initial instruction in the New Reading System, an early-reading curriculum. A rational analysis using behavioral categories yielded a set of strategies for teaching reading acquisition skills. Contingency management was assessed by an application of the…

The paper describes an instructional program that teaches basic decoding skills to learning disabled children, presents the rationale for its development, and offers results of field trials designed to evaluate its effectiveness. The program "ABD's (analysis, blending, decoding) of Reading," initially focuses on auditory tasks and the…

The "Direct Instructional System for Teaching Reading" (DISTAR) is a highly structured, synthetic method of teaching reading that was developed to provide beginning and remedial reading instruction to primary school children who have had difficulty learning from other materials. To determine DISTAR's effectiveness as a teaching method,…

This study examined the effects of two programs which differed in the methods they employed to develop reading readiness. The two methods represented were a language experience approach and a phonics approach. The subjects were children from kindergarten classes in two elementary schools in Flint, Michigan. All subjects were randomly assigned…

Article provided some major findings on how children learn to read and some ways to improve reading instruction. (Editor/RK)

This paper proposes that phonics and meaning instruction in beginning reading programs can be designed to be mutually supportive. The first section outlines attempts to modify a commercially available reading program in order to provide useful phonics instruction strategies. Students showed strong gains on achievement tests after implementation of…

Descriptions of reading programs and services related to elementary reading instruction in 16 Washington, D.C. schools are included in this report. Data are reported for grade levels only and combines information for all schools. Basal readers are the most commonly used materials, with approaches used with these materials varying greatly across…

A kindergarten pre-reading program was designed based upon Piagetian and Montessorian theory. During the pilot study, pre-reading experiences, materials and games were created to encourage individual diagnosis and specific pre-reading skills assessment. The following year the investigator conducted a descriptive study of the program's…

Presents the results of a questionnaire sent to teachers using the initial teaching alphabet (i.t.a.), and their principals. Generally favorable effects were reported by both groups, with the great majority of teachers indicating they would choose to continue using i.t.a. (DLG)

"Initial Reading in Spanish" is a project designed to produce a detailed, descriptive analysis of procedures used to teach Spanish-speaking children in the United States to read in their native language. This document describes the procedures in developing and evaluating such a reading program. The initial step in the program was to…