Sample records for early reading program

  1. Waterford Early Reading Program.

    ERIC Educational Resources Information Center

    Education Commission of the States, Denver, CO.

    This paper provides an overview of the Waterford Early Reading Program (WERP), which is designed to shift teaching and learning away from remediation and failure to prevention, early achievement, and sustained growth for every student. WERP includes three levels of instruction: emergent, beginning, and fluent readers. It targets pre-K through…

  2. A Study of the Relationship between Early Childhood Program Attributes and Early Childhood Reading Achievement

    ERIC Educational Resources Information Center

    Washington, Novella M.

    2012-01-01

    This quantitative correlational study focuses on the relationship between early childhood program attributes and early childhood reading success. Data will be gathered from early childhood sites with grades prekindergarten through second grade in which early childhood program attributes exist and early childhood reading is measured by the…

  3. Effects of a Computer-Based Early Reading Program on the Early Reading and Oral Language Skills of At-Risk Preschool Children

    ERIC Educational Resources Information Center

    Huffstetter, Mary; King, James R.; Onwuegbuzie, Anthony J.; Schneider, Jenifer J.; Powell-Smith, Kelly A.

    2010-01-01

    This study examined the effects of a computer-based early reading program (Headsprout Early Reading) on the oral language and early reading skills of at-risk preschool children. In a pretest-posttest control group design, 62 children were randomly assigned to receive supplemental instruction with Headsprout Early Reading (experimental group) or…

  4. Intensive Instruction in Reading Components: A Comparison of Instructional Focus in Two Early Reading Programs

    ERIC Educational Resources Information Center

    Cantrell, Susan Chambers; Powers, Sherry W.; Roth, Nathan P.

    2013-01-01

    Examined in this study was instruction in two reading intervention programs, Reading Recovery and Reading Mastery, in the context of a statewide early reading initiative's first year of implementation. Through observations of 15 teachers, investigated in this study was the instructional focus of the intervention lessons and the extent to which…

  5. Long-Term Effectiveness of the Reading Recovery Early Reading Intervention Program in a Rural School District

    ERIC Educational Resources Information Center

    Vaughan, Adam Warren

    2011-01-01

    There are many programs that specialize in teaching students the necessary strategies for reading. But which ones will have the greatest impact and provide lasting skills to struggling students? The purpose of this study was to assess the effectiveness of the Reading Recovery early intervention program on the lowest performing first grade students…

  6. Evaluation of the Waterford Early Reading Program in Kindergarten, 2005-06

    ERIC Educational Resources Information Center

    Powers, Stephen; Price-Johnson, Connie

    2006-01-01

    Background: The Waterford Early Reading Program (WERP), a technology-based program for early elementary grades, was provided through Arizona all day kindergarten funds to kindergarten students in 15 Title I elementary schools in the Tucson Unified School District (TUSD) in the 2005-06 school year. The purpose of this study is to evaluate the…

  7. The Integration of a Computer-Based Early Reading Program to Increase English Language Learners' Literacy Skills

    ERIC Educational Resources Information Center

    James, Laurie

    2014-01-01

    The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations…

  8. Early Reading Programs in High-Poverty Schools: Emerald Elementary Beats the Odds.

    ERIC Educational Resources Information Center

    Fisher, Charles; Adler, Martha A.

    This report describes the early reading program in Emerald Elementary School, located in a Midwest urban fringe district. From 1996 through 1998, Emerald's students performed well above the district average or near the state average on reading achievement. During this period, the school had at least half of its students eligible for free or…

  9. Teachers' Perceptions of Georgia's Early Reading Intervention Program: A Qualitative Study

    ERIC Educational Resources Information Center

    Hobby, Patti Tennant

    2012-01-01

    This qualitative study used an ethnographic method to investigate teachers' perceptions of reading interventions delivered in a state-funded early intervention program (EIP). Academically at-risk students struggle to meet grade-level standards year after year, even with interventions involving small group, targeted assistance. Teacher perceptions…

  10. Effects on Reading of an Early Intervention Program for Children at Risk of Learning Difficulties

    ERIC Educational Resources Information Center

    González-Valenzuela, María-José; Martín-Ruiz, Isaías

    2017-01-01

    The study aimed to analyze the effects on reading of an early oral and written language intervention program for Spanish children at risk of learning difficulties. The goal of this classroom-based program was to prioritize a systematic approach to reading and writing and to foster phonological knowledge and the development of oral language…

  11. Improving Early Reading: A Resource Guide for Elementary Schools.

    ERIC Educational Resources Information Center

    St. John, Edward P.; Loescher, Siri Ann

    Indiana's Early Intervention Grant Program (EIGP) provides funding for Reading Recovery and other early interventions focused on improvement in early reading programs (Grades 1-5). This resource guide provides information that schools in Indiana can use to plan for proposals for EIGP and other grant programs, such as comprehensive school reform…

  12. Impact of a Reading Program on Rural Elementary School Students' Oral Reading Fluency and Early Literacy Skill Acquisition and Rate of Improvement

    ERIC Educational Resources Information Center

    Smith, Christina

    2013-01-01

    This program evaluation is a study of the effectiveness of a core reading program, Journeys, by Houghton Mifflin Harcourt (HMH), on the early literacy skills and oral reading fluency (ORF) of kindergarten through second grade students in a rural elementary school. The scores of the students in the experimental group were compared to scores of…

  13. Improving the Use of Data in Early Reading Intervention Programs in Northwest Florida

    ERIC Educational Resources Information Center

    Thompson, Carla J.

    2012-01-01

    Improving student performance for high-need student populations by improving the use of data in decision-making for early reading intervention programs in northwest Florida is the focus of this research to practice effort. The study is conceptually based on using a relational-feedback intervention (RFI) database model in early learning…

  14. Effect of a Reading Program, Consisting of Corrective Reading and the Support of an External Consultative Agency, on Achievement Scores of Students Served through an Early Intervention Program

    ERIC Educational Resources Information Center

    Reid, Sandy D.

    2010-01-01

    The purpose of this study was to determine (a) if the reading program adopted by Sally D. Meadows enhanced the achievement of students placed in the Early Intervention Program (EIP); (b) if the students' reading achievement scores increased more after the second year of implementation than they did after the first year of implementation; and (c)…

  15. Designing Reading Instruction for Cultural Minorities: The Case of the Kamehameha Early Education Program.

    ERIC Educational Resources Information Center

    Calfee, Robert C.; And Others

    This is a report on the Kamehameha Early Education Program (KEEP), a research and development project designed to find ways of improving the school performance of educationally disadvantaged Hawaiian children. The project, implemented in a laboratory school setting and continuously monitored, is described as a reading instruction program for…

  16. The Use of a Reading Intervention Program with Students at Risk of Reading Failure

    ERIC Educational Resources Information Center

    Browning, Angela Dixon

    2010-01-01

    A gap remains in the literature addressing reading intervention programs that have been successful for students identified as at risk of reading failure in grades kindergarten through second. The purpose of this qualitative case study was to explore how the Scott Foresman Early Reading Intervention Program supported the improvement of literacy…

  17. Early Intervention in Reading[R]. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2008

    2008-01-01

    "Early Intervention in Reading"[R] is a program designed to provide extra instruction to groups of students at risk of failing to learn to read. The program uses picture books to stress instruction in phonemic awareness, phonics, and contextual analysis, along with repeated reading and writing. In grades K, 1, and 2, the program is based on…

  18. Cost-Effectiveness Analysis of Early Reading Programs: A Demonstration with Recommendations for Future Research

    ERIC Educational Resources Information Center

    Hollands, Fiona M.; Kieffer, Michael J.; Shand, Robert; Pan, Yilin; Cheng, Henan; Levin, Henry M.

    2016-01-01

    We review the value of cost-effectiveness analysis for evaluation and decision making with respect to educational programs and discuss its application to early reading interventions. We describe the conditions for a rigorous cost-effectiveness analysis and illustrate the challenges of applying the method in practice, providing examples of programs…

  19. Does early reading failure decrease children's reading motivation?

    PubMed

    Morgan, Paul L; Fuchs, Douglas; Compton, Donald L; Cordray, David S; Fuchs, Lynn S

    2008-01-01

    The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure in learning to read. Second, they evaluated whether increasing the word reading ability of 15 at-risk children would lead to gains in their motivation to read. Multivariate analyses of variance suggest marked differences in both motivation and reading practice between skilled and unskilled readers. However, bolstering at-risk children's word reading ability did not yield evidence of a causal relationship between early reading failure and decreased motivation to engage in reading activities. Instead, hierarchical regression analyses indicate a covarying relationship among early reading failure, poor motivation, and avoidance of reading.

  20. Early Reading and Concrete Operations.

    ERIC Educational Resources Information Center

    Polk, Cindy L. Howes; Goldstein, David

    1980-01-01

    Indicated that early readers are more likely to be advanced in cognitive development than are nonearly-reading peers. After one year of formal reading instruction, early readers maintained their advantage in reading achievement. Measures of concrete operations were found to predict reading achievement for early and nonearly readers. (Author/DB)

  1. Cognitive Profiles and Early Reading Remediation of At-Risk Elementary School Students.

    ERIC Educational Resources Information Center

    Parrila, R. K.; Das, J. P.

    Sixty-one grade 1 students experiencing early reading difficulties received either a cognitive remediation program (PREP; PASS Remediation Program) designed to facilitate successive and simultaneous processing skills, or a meaning-based language enrichment program designed to provide children with meaningful experiences in reading. Repeated…

  2. The Effectiveness of the Houghton-Mifflin Reading and Language Arts Program on Third-Grade Reading Achievement

    ERIC Educational Resources Information Center

    Clark, Mary L.

    2012-01-01

    Students reading below grade proficiency have been a concern for educators. Students who attended third grade at this Title 1 intermediate school have demonstrated a lack of early literacy skills as measured using a variety of assessments. An early literacy reading program was initiated in 2008; however, the effectiveness of the instructional…

  3. Promoting Early Reading: Research, Resources, and Best Practices

    ERIC Educational Resources Information Center

    McKenna, Michael C., Ed.; Walpole, Sharon, Ed.; Conradi, Kristin, Ed.

    2010-01-01

    Bringing together leading scholars, this book describes proven ways to enhance early literacy skills in 3- and 4-year-olds, especially those from low-income families. Presented are scientifically based methods and approaches that are being applied in Early Reading First programs around the country. Important topics include promoting oral language…

  4. Improving Early Reading and Literacy: A Guide for Developing Research-Based Programs.

    ERIC Educational Resources Information Center

    St. John, Edward P.; Bardzell, Jeffrey S.

    This guide is designed to help school communities make good choices about early literacy intervention. The guide distinguishes between "reading" (a process of learning to decode and comprehend texts) and a broader concept of "literacy" that includes understanding of the value of language and reading (emergent literacy), the…

  5. Analysis of an Early Intervention Reading Program for Fifth Grade Students in a Metropolitan Elementary School in Georgia

    ERIC Educational Resources Information Center

    Oldham, Dale Smith

    2012-01-01

    Educators and policymakers have been concerned about the problem of early literacy performance for many decades. Despite educational reform to increase standards, many children consistently fail to read at levels that enable them to compete globally. The purpose of this study was to provide a data driven program evaluation of a reading…

  6. Does Early Reading Failure Decrease Children's Reading Motivation?

    ERIC Educational Resources Information Center

    Morgan, Paul L.; Fuchs, Douglas; Compton, Donald L.; Cordray, David S.; Fuchs, Lynn S.

    2008-01-01

    The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure…

  7. Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences.

    PubMed

    Al Otaiba, Stephanie; Lake, Vickie E; Greulich, Luana; Folsom, Jessica S; Guidry, Lisa

    2012-01-01

    This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

  8. Tutoring Programs for Struggling Readers: The America Reads Challenge. Rutgers Invitational Symposia on Education.

    ERIC Educational Resources Information Center

    Morrow, Lesley Mandel, Ed.; Woo, Deborah Gee, Ed.

    As a result of the America Reads Challenge Act of 1997, numerous tutoring programs have been established to help ensure that every child reads independently by the end of third grade. This book describes exemplary America Reads programs across the country as well as other effective early literacy interventions, including Reading Recovery, the…

  9. Print-Focused Read-Alouds in Early Childhood Special Education Programs

    ERIC Educational Resources Information Center

    Justice, Laura M.; Logan, Jessica A. R.; Kaderavek, Joan N.; Dynia, Jaclyn M.

    2015-01-01

    The purpose of this study was to examine the impacts of print-focused read-alouds, implemented by early childhood special education (ECSE) teachers alone or in conjunction with caregivers, on the print knowledge of children with language impairment (LI). Using random assignment to conditions, children with LI were exposed, over an academic year of…

  10. Summer library reading programs.

    PubMed

    Fiore, Carole D

    2007-01-01

    Virtually all public libraries in the United States provide some type of summer library reading program during the traditional summer vacation period. Summer library reading programs provide opportunities for students of many ages and abilities to practice their reading skills and maintain skills that are developed during the school year. Fiore summarizes some of the research in the field and relates it to library programs and usage by students. Several traditional and innovative programs from U.S. and Canadian libraries are described. She concludes with a call for further research related to summer library reading programs.

  11. When Reading Gets Ruff: Canine-Assisted Reading Programs

    ERIC Educational Resources Information Center

    Lane, Holly B.; Zavada, Shannon D. W.

    2013-01-01

    Canine-assisted reading programs show promise as an innovative method for engaging reluctant readers and motivating them to practice. In such programs, specially trained dogs visit classrooms and libraries, and children read to them. Children who struggle with reading may be motivated to read more because they find dogs to be calming and…

  12. Early Language and Reading Development of Bilingual Preschoolers From Low-Income Families.

    PubMed

    Hammer, Carol Scheffner; Miccio, Adele W

    2006-01-01

    Learning to read is a complex process and a number of factors affect a child's success in beginning reading. This complexity increases when a child's home language differs from that of the school and when the child comes from a home with limited economic resources. This article discusses factors that have been shown to contribute to children's success in early reading, namely-phonological awareness, letter-word identification, oral language, and the home literacy environment. Preliminary evidence suggests that bilingual children from low-income backgrounds initially perform poorly on phonological awareness and letter identification tasks, but appear to acquire these abilities quickly in kindergarten once these abilities are emphasized in early reading instruction. In addition, the findings show that bilingual preschoolers' receptive language abilities in English and Spanish positively impact their early letter-word identification abilities at the end of kindergarten. A positive relationship between bilingual preschoolers' home literacy environment and early reading outcomes has not been found to date. Educational implications for serving young, bilingual children from programs such as Head Start are discussed.

  13. Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners

    ERIC Educational Resources Information Center

    Amendum, Steven J.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne

    2018-01-01

    The purpose of this study was to evaluate whether the Targeted Reading Intervention (TRI), a professional development and early reading intervention program delivered via webcam technology, could support the early reading progress of English learners (ELs). Participants for the current study were drawn from a larger three-year randomized…

  14. Teacher Beliefs regarding Bilingualism in an English Medium Reading Program

    ERIC Educational Resources Information Center

    Vaish, Viniti

    2012-01-01

    Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…

  15. Preschool Teachers' Constructions of Early Reading

    ERIC Educational Resources Information Center

    Walker, Karen E.

    2015-01-01

    Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive…

  16. Teen Summer Reading Program, 1999. Read around the World.

    ERIC Educational Resources Information Center

    Virginia State Library, Richmond.

    This guide for the 1999 Virginia teen summer reading program for public libraries, "Read around the World," includes the following chapters: (1) "Reading and Teens," including serving the underserved, tips for teens, and a recipe for choosing a book to read for fun; (2) "Programming and Teens," including "The Why…

  17. Early Identification of Reading Comprehension Difficulties

    ERIC Educational Resources Information Center

    Catts, Hugh W.; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan

    2016-01-01

    Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension…

  18. Questioning and Oracy in a Reading Program

    ERIC Educational Resources Information Center

    Vaish, Viniti

    2013-01-01

    This paper is about the questioning patterns of teachers in an early intervention reading program and the exceptions to this typical interactional pattern. Literacy experts recommend a rich diet of oral language for young learners of English literacy. Teachers offer this rich diet by creating an appropriate learning environment in the classroom…

  19. Alphaphonics Reading Readiness Training Program.

    ERIC Educational Resources Information Center

    South San Francisco Unified School District, CA.

    One of the twelve exemplary programs summarized in the Introduction to Right to Read's "Effective Reading Programs: Summaries of 222 Selected Programs" (CS001934), this program uses an organized phonics system to increase the reading readiness of one school's kindergarten children, many of whom have bilingual parents. In a careful…

  20. Early Identification of Reading Comprehension Difficulties.

    PubMed

    Catts, Hugh W; Nielsen, Diane Corcoran; Bridges, Mindy Sittner; Liu, Yi-Syuan

    2016-09-01

    Most research on early identification of reading disabilities has focused on word reading problems and little attention has been given to reading comprehension difficulties. In this study, we investigated whether measures of language ability and/or response to language intervention in kindergarten uniquely predicted reading comprehension difficulties in third grade. A total of 366 children were administered a battery of screening measures at the beginning of kindergarten and progress monitoring probes across the school year. A subset of children also received a 26-week Tier 2 language intervention. Participants' achievement in word reading was assessed at the end of second grade, and their performance in reading comprehension was measured as the end of third grade. Results showed that measures of language ability in kindergarten significantly added to the prediction of reading comprehension difficulties over and above kindergarten word reading predictors and direct measures of word reading in second grade. Response to language intervention also proved to be a unique predictor of reading comprehension outcomes. Findings are discussed in terms of their relevance for the early identification of reading disabilities. © Hammill Institute on Disabilities 2014.

  1. Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School.

    PubMed

    Christodoulou, Joanna A; Cyr, Abigail; Murtagh, Jack; Chang, Patricia; Lin, Jiayi; Guarino, Anthony J; Hook, Pamela; Gabrieli, John D E

    Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6-9) were randomly assigned to receive Lindamood-Bell's Seeing Stars program ( n = 23) as an intervention or to a waiting-list control group ( n = 24). Analysis of pre- and posttesting revealed significant interactions in favor of the intervention group for untimed word and pseudoword reading, timed pseudoword reading, oral reading fluency, and symbol imagery. The interactions mostly reflected (a) significant declines in the nonintervention group from pre- to posttesting, and (2) no decline in the intervention group. The current study offers direct evidence for widening differences in reading abilities between students with RD who do and do not receive intensive summer reading instruction. Intervention implications for RD children are discussed, especially in relation to the relevance of summer intervention to prevent further decline in struggling early readers.

  2. Cognitive flexibility predicts early reading skills

    PubMed Central

    Colé, Pascale; Duncan, Lynne G.; Blaye, Agnès

    2014-01-01

    An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading. PMID:24966842

  3. Comparison Studies of Reading Readiness Skills Acquisition by Different Methods: Formal Reading Readiness Program, Informal Reading Readiness Program, and a Kindergarten Science Program.

    ERIC Educational Resources Information Center

    Quorn, Kerry Charles; Yore, Larry Dean

    1978-01-01

    Evaluates the effectiveness of two dissimilar programs, SAPA and the First Talking Alphabet (FTA), upon the acquisition of reading readiness skills of kindergarten pupils. Compares the effects of four different programs (SAPA, FTA, an informal language development program, and a control) on the reading readiness of kindergarten pupils. (GA)

  4. Improving Reading and Literacy in Grades 1-5: A Resource Guide to Research-Based Programs.

    ERIC Educational Resources Information Center

    St. John, Edward P.; Loescher, Siri Ann; Bardzell, Jeffrey S.

    Early reading and literacy have become the focus of policymakers, with a renewed emphasis on the early grades. This resource provides a guide to important and effective research-based reading programs. The guide's in-depth coverage analyzes and compares features, frameworks, tools, methods, and reform components for the following 17 major reading…

  5. Headsprout Early Reading for Students at Risk for Reading Failure

    ERIC Educational Resources Information Center

    Kreskey, Donna D.

    2012-01-01

    This study examined the efficacy of using Headsprout Early Reading (Headsprout, 2007) to supplement a balanced literacy curriculum for kindergarten and first grade students in a suburban public school system. Headsprout, which is an example of computer aided instruction (CAI), provided internet-based, supplemental reading instruction that…

  6. [Mentor High School Reading Program.

    ERIC Educational Resources Information Center

    Mentor Exempted Village School District, OH.

    This program, begun in 1968 and included in "Effective Reading Programs...," serves about 2,800 students in grades 10-12. A secondary reading skills chart was developed, behavioral objectives were written, and minimal-competency tests in both reading and sriting were prepared. During the school year, all skills listed on the chart are…

  7. H.A.R.P. of Joy: Reading Programs & Read-Alouds.

    ERIC Educational Resources Information Center

    Matzen, Nita J.

    1992-01-01

    Describes the Hendersonville Accelerated Reading Program (H.A.R.P.), in which students in two schools were motivated to read and write through cooperative development of a database of book reviews and the opportunity to read aloud to elementary school students. Student and teacher reactions and program outcomes are discussed. (NRP)

  8. National Evaluation of Early Reading First. Final Report to Congress. NCEE 2007-4007

    ERIC Educational Resources Information Center

    Jackson, Russell; McCoy, Ann; Pistorino, Carol; Wilkinson, Anna; Burghardt, John; Clark, Melissa; Ross, Christine; Schochet, Peter; Swank, Paul

    2007-01-01

    The No Child Left Behind (NCLB) Act of 2001 created the Early Reading First (ERF) program to enhance teacher practices, instructional content, and classroom environments in preschools and to help ensure that young children start school with the skills needed for academic success. This report to Congress describes the impacts of the Early Reading…

  9. Early Childhood Reading Skills and Proficiency in NAEP Eighth-Grade Reading Assessment

    ERIC Educational Resources Information Center

    Dogan, Enis; Ogut, Burhan; Kim, Young Yee

    2015-01-01

    The relationship between reading skills in earlier grades and achieving "Proficiency" on the National Assessment of Educational Progress (NAEP) grade 8 reading assessment was examined by establishing a statistical link between NAEP and the Early Childhood Longitudinal Study (ECLS) grade 8 reading assessments using data from a common…

  10. Helping Low-Achieving First-Grade Readers: A Program Combining Reading Recovery Tutoring and Small-Group Instruction.

    ERIC Educational Resources Information Center

    Dorn, Linda; Allen, Anne

    1995-01-01

    Evaluates an approach that supplemented existing Reading Recovery programs with small-group, early literacy instruction in 28 Arkansas public schools. The program enabled many children to receive timely support. When space became available in Reading Recovery, these children made accelerated progress and were discontinued earlier than children who…

  11. Long-Term Outcomes of Early Reading Intervention

    ERIC Educational Resources Information Center

    Hurry, Jane; Sylva, Kathy

    2007-01-01

    This study explores the long-term effectiveness of two differing models of early intervention for children with reading difficulties: Reading Recovery and a specific phonological training. Approximately 400 children were pre-tested, 95 were assigned to Reading Recovery, 97 to Phonological Training and the remainder acted as controls. In the short…

  12. Shared-Reading Volume in Early Childhood Special Education Classrooms

    ERIC Educational Resources Information Center

    Dynia, Jaclyn M.; Justice, Laura M.

    2015-01-01

    This study describes book reading practices occurring in early childhood special education (ECSE) classrooms in comparison to early childhood education (ECE) classrooms. Reading logs submitted by 19 ECSE teachers and 13 ECE teachers over one academic year included all books read in whole class settings; these logs were analyzed to assess the…

  13. Read for Fun: Management Program.

    ERIC Educational Resources Information Center

    Miner, Donna

    Program materials and a brief description of a remedial reading program for grades 3-6 which uses contests to motivate reading at home are presented. The program uses bulletin board displays to keep track of student progress in the contests. The contests operate as follows: (1) students select a name for their figure on the bulletin board; (2)…

  14. Lights, Camera, Read! Arizona Reading Program Manual.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Library, Archives and Public Records, Phoenix.

    This document is the manual for the Arizona Reading Program (ARP) 2003 entitled "Lights, Camera, Read!" This theme spotlights books that were made into movies, and allows readers to appreciate favorite novels and stories that have progressed to the movie screen. The manual consists of eight sections. The Introduction includes welcome…

  15. Reading Instruction Affects the Cognitive Skills Supporting Early Reading Development

    ERIC Educational Resources Information Center

    McGeown, Sarah P.; Johnston, Rhona S.; Medford, Emma

    2012-01-01

    This study examined the cognitive skills associated with early reading development when children were taught by different types of instruction. Seventy-nine children (mean age at pre-test 4;10 (0.22 S.D.) and post-test 5;03 (0.21 S.D.)) were taught to read either by an eclectic approach which included sight-word learning, guessing from context and…

  16. Longitudinal Genetic Analysis of Early Reading: The Western Reserve Reading Project

    ERIC Educational Resources Information Center

    Petrill, Stephen A.; Deater-Deckard, Kirby; Thompson, Lee Anne; Schatschneider, Chris; DeThorne, Laura S.; Vandenbergh, David J.

    2007-01-01

    We examined the genetic and environmental contribution to the stability and instability of reading outcomes in early elementary school using a sample of 283 twin pairs drawn from the Western Reserve Reading Project. Twins were assessed across two measurement occasions. In Wave 1, children were either in kindergarten or first grade. Wave 2…

  17. Explicit Instruction in Core Reading Programs

    ERIC Educational Resources Information Center

    Reutzel, D. Ray; Child, Angela; Jones, Cindy D.; Clark, Sarah K.

    2014-01-01

    The purpose of this study was to conduct a content analysis of the types and occurrences of explicit instructional moves recommended for teaching five essentials of effective reading instruction in grades 1, 3, and 5 core reading program teachers' editions in five widely marketed core reading programs. Guided practice was the most frequently…

  18. Increasing Early Reading Skills in Young Signing Deaf Children Using Shared Book Reading: A Feasibility Study

    ERIC Educational Resources Information Center

    Andrews, Jean F.; Liu, Hsiu-Tan; Liu, Chun-Jung; Gentry, Mary Anne; Smith, Zanthia

    2017-01-01

    A feasibility study was conducted to test a storybook intervention to increase early reading skills of 25 young signing deaf children of ages 4-9 in grades K through third grade. The children had wide ranges of hearing losses, non-verbal IQs, and signing skills. All were at risk for developing early reading skills, reading below the first grade…

  19. Shaping the Reading Field: The Impact of Early Reading Pioneers, Scientific Research, and Progressive Ideas

    ERIC Educational Resources Information Center

    Israel, Susan E., Ed.; Monaghan, E. Jennifer, Ed.

    2007-01-01

    Only by exploring the past of the reading field can the literacy leaders of today make informed decisions about reading education in the future. This indispensable resource offers new insight into the development of reading education by examining the groundbreaking contributions of the "early reading pioneers"--16 reading researchers, reading…

  20. Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design

    ERIC Educational Resources Information Center

    Mendez, Linda M. Raffaele; Pelzmann, Catherine A.; Frank, Michael J.

    2016-01-01

    In this study, we piloted a Tier 2 intervention designed to improve reading skills among struggling early readers using an intervention that included SRA Reading Mastery, listening-while-reading activities, strategies to increase motivation and engagement in reading, and parent involvement in reading homework. The study included 6 students in…

  1. No Limits--READ! Young Adult Reading Club and Programming Manual.

    ERIC Educational Resources Information Center

    Youngblood, Lisa

    This manual provides strategies for developing young adult collections, outlines a reading club designed specifically for young adults, suggests promotional ideas for the young adult reading club and young adult programming in general, and provides age-appropriate ideas for both formal and passive programming. Specific topics covered in the…

  2. Effectiveness of a Clinic-Based Early Literacy Program in Changing Parent-Child Early Literacy Habits.

    PubMed

    Fricke, Jonathan; Navsaria, Dipesh; Mahony, Karin

    2016-12-01

    Reach Out and Read (ROR) improves children's development and kindergarten readiness by encouraging parents to routinely share books with their children. Primary care providers give age-appropriate books and anticipatory guidance on reading at each well-child visit. This study evaluated parent attitudes and behaviors of early literacy related to ROR participation in Wisconsin clinics. A survey of early literacy attitudes and behaviors was administered to parents of children ages 6 months to 5 years in 36 Wisconsin clinics. Ten clinics were established ROR sites (intervention group) and 26 clinics had applied to become ROR programs but had not yet initiated the program (control group). Parents at clinics with ROR programs were more likely to read with a child under the age of 6 months (OR=1.58, 95% CI, 1.05-2.38). Other literacy metrics trended toward improvement but none reached statistical significance. Paradoxically, the odds of parents reporting reading as a bedtime habit were decreased among those who participated in ROR. Our study finds mixed support of the effectiveness of ROR outside of academic settings. The apparent discrepancy between these results and those from national studies on ROR may be related to differences in respondent demographics and educational attainment or differences in program implementation and fidelity. We believe that the results will become clearer with future study as clinics are prospectively evaluated over time rather than being compared to non-ROR clinics in a cross-sectional snapshot.

  3. The Impact of a Therapy Dog Program on Children's Reading: Follow-Up and Extension to ELL Students

    ERIC Educational Resources Information Center

    Kirnan, Jean; Ventresco, Nina E.; Gardner, Thomas

    2018-01-01

    An initiative in which therapy dogs were integrated into a school-wide reading curriculum was analyzed to determine the effect on student reading in the program's second year. Prior research on the first year of this specific program (Kirnan et al. in "Early Child Educ J" 44(6):637-651) demonstrated improvement in reading scores only for…

  4. Parent-Child Book-Reading Styles, Emotional Quality, and Changes in Early Head Start Children's Cognitive Scores

    ERIC Educational Resources Information Center

    Cline, Keely D.; Edwards, Carolyn Pope

    2017-01-01

    Research Findings: The objective of this study was to understand how instructional book-reading style and emotional quality of reading interact and relate to cognitive skills in a sample of at-risk infants and toddlers. Participants were 81 parents and their children participating in Early Head Start programs in the rural Midwest. Correlation and…

  5. Children's early reading vocabulary: description and word frequency lists.

    PubMed

    Stuart, Morag; Dixon, Maureen; Masterson, Jackie; Gray, Bob

    2003-12-01

    When constructing stimuli for experimental investigations of cognitive processes in early reading development, researchers have to rely on adult or American children's word frequency counts, as no such counts exist for English children. The present paper introduces a database of children's early reading vocabulary, for use by researchers and teachers. Texts from 685 books from reading schemes and story books read by 5-7 year-old children were used in the construction of the database. All words from the 685 books were typed or scanned into an Oracle database. The resulting up-to-date word frequency list of early print exposure in the UK is available in two forms from a website address given in this paper. This allows access to one list of the words ordered alphabetically and one list of the words ordered by frequency. We also briefly address some fundamental issues underlying early reading vocabulary (e.g., that it is heavily skewed towards low frequencies). Other characteristics of the vocabulary are then discussed. We hope the word frequency lists will be of use to researchers seeking to control word frequency, and to teachers interested in the vocabulary to which young children are exposed in their reading material.

  6. Teaching and Testing Early Reading. Focus On

    ERIC Educational Resources Information Center

    Mraz, Maryann; Kissel, Brian

    2007-01-01

    This issue of "Focus On" provides an overview of several key early literacy components: phonemic awareness, alphabet knowledge, concepts of print, oral language development, writing, family literacy, and reading aloud. Suggestions for assessing early literacy development are provided, and examples of implementation of effective early literacy…

  7. Reading Programs for Students in the Lower Elementary Grades: What Does the Research Say?

    ERIC Educational Resources Information Center

    Briggs, Kerri L.; Clark, Catherine

    This report aims to disseminate research findings about reading programs for early elementary grades in a summary format useful for educators. The report features programs with clear descriptions and useful research, programs for non-English speaking children and research on basal reader series were not included. The four sections of the report…

  8. Success of Children at Risk in a Program That Combines Writing and Reading. Technical Report No. 417.

    ERIC Educational Resources Information Center

    Pinnell, Gay Su

    A study examined the processes and results of children's involvement in interrelated reading/writing activities. First, descriptions of 23 children's reading and writing behavior were drawn from a group of case studies of children who were participating in Reading Recovery, an early intervention program that targets first grade children at risk of…

  9. Voyager Reading Programs. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    "Voyager Passport"[TM] is a supplemental reading intervention system for students in grades K-5. "Voyager Passport Reading Journeys"[TM] is a reading intervention program designed for adolescents who struggle with reading. The "Voyager Universal Literacy System"[R] is a K-3 reading program that includes a core reading…

  10. An Individualized Reading Program.

    ERIC Educational Resources Information Center

    Davis, Nancy B.

    The operating procedures of a university reading and study skills center for completely individualized reading instruction are described. The program is offered as a student service (no fee) on a voluntary, noncredit basis. A prepared set of instructional tapes is used whereby students can largely serve themselves, proceeding at their own rates,…

  11. Lifewide Learning for Early Reading Development.

    PubMed

    Dowd, Amy Jo; Friedlander, Elliott; Jonason, Christine; Leer, Jane; Sorensen, Lisa Zook; Guajardo, Jarrett; D'Sa, Nikhit; Pava, Clara; Pisani, Lauren

    2017-03-01

    The authors examine the relationships between children's reading abilities and the enabling environment for learning in the context of Save the Children's Literacy Boost program. They conceptualize the enabling environment at a micro level, with two components: the home literacy environment, represented by reading materials/habits at home, and the community learning environment (community reading activities). Using longitudinal reading scores of 6,874 students in 424 schools in 12 sites across Africa and Asia, there was 1) a modest but consistent relationship between students' home literacy environments and reading scores, and 2) a strong relationship between reading gains and participation in community reading activities, suggesting that interventions should consider both home and community learning environments and their differential influences on interventions across different low-resource settings. © 2017 Wiley Periodicals, Inc.

  12. Reviewing a Reading Program: Professional Development Module. Facilitator's Guide

    ERIC Educational Resources Information Center

    Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; VanSciver, Mary; Wahl, Michelle; Rissman, Lila

    2008-01-01

    This "Facilitator's Guide" has been prepared for presenters of the Reviewing a Reading Program professional development training. It is one of three pieces comprising a suite of materials on reviewing reading programs: this "Guide", the "Reviewing a Reading Program Participant's Guide" and the "Reviewing a Reading Program" Professional Development…

  13. Social Interaction of Reading Groups.

    ERIC Educational Resources Information Center

    Guthrie, John T.

    1980-01-01

    Describes the Kamehameha Early Education Program (KEEP) in Honolulu, Hawaii. Terms it an exceptional reading program illustrating how certain dynamics of social interaction may be essential for reading achievement. (FL)

  14. Examining the Association between the "Imagination Library" Early Childhood Literacy Program and Kindergarten Readiness

    ERIC Educational Resources Information Center

    Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug

    2016-01-01

    This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…

  15. Graduate Programs and Faculty in Reading. Fourth Edition.

    ERIC Educational Resources Information Center

    Blomenberg, Paula, Ed.

    Intended for reading teachers and consultants, students, and others who want information about the nature of graduate training programs in the field of reading, this book lists over 300 graduate reading programs offered in the United States and Canada. Institutions offering graduate programs are listed alphabetically by province for Canadian…

  16. Children's Summer Reading Program, 1999. Read around the World.

    ERIC Educational Resources Information Center

    Virginia State Library, Richmond.

    This manual for the 1999 Virginia Summer Reading Program for public libraries, based on the theme "Read around the World...Book a Trip," includes the following chapters: (1) "Getting Ready," including bibliographies, display and decorating ideas, equipment resources, a list of useful things to collect, sources for promotional…

  17. Spring Into Reading: A Parent-Child Reading Participation Program.

    ERIC Educational Resources Information Center

    Fels, Cynthia; Langston, Barbara

    Realizing the importance of parents in the educational process, several states have launched campaigns to involve parents with their children in home reading activities. Using these programs as examples, the Wentzville R-IV School District (Missouri) devised and initiated "Spring Into Reading," a plan for encouraging parental involvement in…

  18. A Systematic Investigation of Program Differentiation within a Kindergarten Reading Intervention Study: The Importance of Accounting for Implementation across Conditions

    ERIC Educational Resources Information Center

    Civetelli, Christina

    2012-01-01

    This study examined dimensions of treatment integrity, specifically program differentiation, within the context of a kindergarten reading intervention study. The study explored the relationship between program differentiation and student outcomes. The study was conducted within the context of Project Early Reading Intervention (ERI), a four-year…

  19. Effective Early Reading Instruction: Teaching Young Children from Higher-Risk Families How To Read. Family Review.

    ERIC Educational Resources Information Center

    Lindjord, Denise

    2003-01-01

    Describes the benefits of effective reading instruction for at-risk children at the preschool, kindergarten, and first grade levels. Notes that early reading delays are quickly magnified as children move through the early grades. Asserts that public education is the fundamental equalizer in the United States and that it enables children from poor…

  20. Genetic and Environmental Influences on the Growth of Early Reading Skills

    ERIC Educational Resources Information Center

    Petrill, Stephen A.; Hart, Sara A.; Harlaar, Nicole; Logan, Jessica; Justice, Laura M.; Schatschneider, Christopher; Thompson, Lee; DeThorne, Laura S.; Deater-Deckard, Kirby; Cutting, Laurie

    2010-01-01

    Background: Studies have suggested genetic and environmental influences on overall level of early reading whereas the larger reading literature has shown environmental influences on the rate of growth of early reading skills. This study is the first to examine the genetic and environmental influences on both initial level of performance and rate…

  1. Early Prediction of Reading Comprehension within the Simple View Framework

    ERIC Educational Resources Information Center

    Catts, Hugh W.; Herrera, Sarah; Nielsen, Diane Corcoran; Bridges, Mindy Sittner

    2015-01-01

    The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge,…

  2. The "RAP" on Reading Comprehension

    ERIC Educational Resources Information Center

    Hagaman, Jessica L.; Luschen, Kati; Reid, Robert

    2010-01-01

    Reading problems are one of the most frequent reasons students are referred for special education services and the disparity between students with reading difficulties and those who read successfully appears to be increasing. As a result, there is now an emphasis on early intervention programs such as RTI. In many cases, early intervention in…

  3. Incorporating IStation into Early Childhood Classrooms to Improve Reading Comprehension

    ERIC Educational Resources Information Center

    Luo, Tian; Lee, Guang-Lea; Molina, Cynthia

    2017-01-01

    Aim/Purpose: IStation is an adaptive computer-based reading program that adapts to the learner's academic needs. This study investigates if the IStation computer-based reading program promotes reading improvement scores as shown on the STAR Reading test and the IStation test scaled scores for elementary school third-grade learners on different…

  4. Manual for a Summer Reading Program.

    ERIC Educational Resources Information Center

    Medina, Sue O.

    This manual provides suggestions for materials and projects to carry out a summer reading program for children based on a monster theme. The planning process outlined may be used as a "how-to" guide for developing summer reading programs on other themes as well. In addition to general guidelines, the manual provides information on the following…

  5. Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention

    ERIC Educational Resources Information Center

    Vernon-Feagans, Lynne; Kainz, Kirsten; Hedrick, Amy; Ginsberg, Marnie; Amendum, Steve

    2013-01-01

    This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading. Fifteen rural schools were randomly…

  6. A Program for Job Related Reading Training.

    ERIC Educational Resources Information Center

    Fox, Lynn C.; Sticht, Thomas G.

    A functional job-related reading program was developed to cope with literacy problems of Army personnel; the program involves students who work individually on instructional worksheets in six main modules, each designed to teach a specific job-related reading task. This paper presents an overview of background research for the program, which was…

  7. Embedded Professional Development and Classroom-Based Early Reading Intervention: Early Diagnostic Reading Intervention through Coaching

    ERIC Educational Resources Information Center

    Amendum, Steven J.

    2014-01-01

    The purpose of the current mixed-methods study was to investigate a model of professional development and classroom-based early reading intervention implemented by the 1st-grade teaching team in a large urban/suburban school district in the southeastern United States. The intervention provided teachers with ongoing embedded professional…

  8. Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood

    PubMed Central

    Abbott, Robert D.; Fayol, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.

    2016-01-01

    Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies—French (Study 1, n=1313) or English (Study 2, n=114) in early childhood (grade 2) and middle childhood (grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in grades 2 and 5, and longitudinal relationships for each skill with itself from grade 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood. PMID:27818573

  9. Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood.

    PubMed

    Abbott, Robert D; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W

    2016-12-01

    Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies-French (Study 1, n =1313) or English (Study 2, n =114) in early childhood (grade 2) and middle childhood (grade 5). For French and English, statistically significant concurrent relationships among these literacy skills occurred in grades 2 and 5, and longitudinal relationships for each skill with itself from grade 2 to 5; but concurrent relationships were more sizable and longitudinal relationships more variable for English than French especially for word reading to reading comprehension. Results show that, for both morphophonemic orthographies, assessment and instructional practices should be tailored to early or middle childhood, and early childhood reading comprehension may not be related to middle childhood spelling. Also discussed are findings applying only to English, for which word origin is primarily Anglo-Saxon in early childhood, but increasingly French in middle childhood.

  10. Children's Art Carnival Creative Reading Program.

    ERIC Educational Resources Information Center

    Mercado, Aurea A.

    The implementation of the Children's Art Carnival Creative Reading Program in New York City is evaluated in terms of the services it was designed to provide to 210 Title I eligible children in grades 2 to 5 who were at least one grade behind in reading. Children in the program attended the Art Carnival twice a week and received instruction from…

  11. Scripted Reading Programs: Fishing for Success

    ERIC Educational Resources Information Center

    Duncan-Owens, Deborah

    2009-01-01

    "Give a man a fish and he will eat for a day. Teach a man to fish and he will eat for the rest of his life." This popular Chinese proverb is an apt metaphor for the dilemma faced by principals and curriculum coordinators when deciding whether to purchase a scripted commercial reading program. Although a scripted reading program may solve…

  12. The Impact of a Three-Week Summer Reading Program on Students' Oral Reading Fluency

    ERIC Educational Resources Information Center

    Juilfs, Kelly

    2014-01-01

    The impacts of a summer reading program on students' reading fluency were assessed. Fifteen students in grades first through seventh voluntarily attended a nine-day summer reading program. Participants who attended the program were a good representation of the other students in the school. The school was selected due to the high percentage of…

  13. Identifying At-Risk Students for Early Reading Intervention: Challenges and Possible Solutions

    ERIC Educational Resources Information Center

    McAlenney, Athena Lentini; Coyne, Michael D.

    2011-01-01

    Accurate identification of at-risk kindergarten and 1st-grade students through early reading screening is an essential element of responsiveness to intervention models of reading instruction. The authors consider predictive validity and classification accuracy of early reading screening assessments with attention to sensitivity and specificity.…

  14. Investigating the Effects of the Academy of Reading Program on Middle School Reading Achievement

    ERIC Educational Resources Information Center

    Myers, Brenda Gail

    2016-01-01

    Using a quantitative ex post facto causal comparative research design, this study analyzed the effects of the Academy of Reading software program on students' reading achievement. Tennessee Comprehensive Assessment Program (TCAP) reading scale scores of students in the fourth, fifth, and sixth grades from 2013-2014 were utilized in this study. The…

  15. Pyramids' Reading Program Project Directors' Report, 1971-72.

    ERIC Educational Resources Information Center

    Brown, Alberta; And Others

    The Pyramids' Reading Program, with the Instructional Materials Center (IMC) and the Combine Component, operates in Minneapolis public and parochial Target Area elementary schools to help improve the reading skills of educationally disadvantaged children. The IMC writes, produces, and distributes the reading material used in the program, and the…

  16. Book Banquet. A Summer Reading Program Manual.

    ERIC Educational Resources Information Center

    Ward, Caroline; Levine, Joyce

    This manual for the 1993 New York State summer reading program, "Book Banquet," ties books and reading together with the theme of eating. The manual offers program ideas, activities, and materials. The following chapters are included: (1) "Appetizers" (planning, publicity, and promotion); (2) "Setting the Table"…

  17. Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs

    ERIC Educational Resources Information Center

    Bippert, Kelli; Harmon, Janis

    2017-01-01

    Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed…

  18. An Adapted Dialogic Reading Program for Turkish Kindergarteners from Low Socio-Economic Backgrounds

    ERIC Educational Resources Information Center

    Ergül, Cevriye; Akoglu, Gözde; Sarica, Ayse D.; Karaman, Gökçe; Tufan, Mümin; Bahap-Kudret, Zeynep; Zülfikar, Deniz

    2016-01-01

    The study aimed to examine the effectiveness of the Adapted Dialogic Reading Program (ADR) on the language and early literacy skills of Turkish kindergarteners from low socio-economic (SES) backgrounds. The effectiveness of ADR was investigated across six different treatment conditions including classroom and home based implementations in various…

  19. The Individualized Television Reading Program.

    ERIC Educational Resources Information Center

    Solomon, Bernard

    This paper describes the development of a reading program based on popular television broadcasts. The project was carried out in one inner-city middle school--seventh and eighth grades--(Rhodes Middle School, Philadelphia). The aims of the project were to use television as a means for children to read and for drawing administrators and teachers…

  20. Reviewing a Reading Program: Professional Development Module. Participant's Guide

    ERIC Educational Resources Information Center

    Kosanovich, Marcia; Jordan, Georgia; Arndt, Elissa; Van Sciver, Mary; Wahl, Michelle; Rissman, Lila

    2008-01-01

    The Curriculum and Instructional Projects Team at the Florida Center for Reading Research (FCRR) developed "Guidelines for Reviewing a Reading Program" ("Guidelines") to assist reviewers in determining if a program is consistent with the scientific research on reading. Based on that work, the Center on Instruction Reading Strand developed this…

  1. KEEP Reading Research and Instruction: Results of the 1973-74 Program. Technical Report No. 26.

    ERIC Educational Resources Information Center

    Au, Kathryn H.; Speidel, Gisela E.

    This report summarizes research related to the use of a conventional basal reading program with students in the Kamehameha Early Education Program (KEEP). Results of instruction were measured by the number of objectives gained each quarter, the total number of objectives gained, the number of lessons taken for each objective, and scores on the…

  2. Listening to Students: Modification of a Reading Program Based on the Sources of Foreign Language Reading Anxiety

    ERIC Educational Resources Information Center

    Aydin, Belgin; Kuru Gonen, Ipek

    2012-01-01

    This paper is concerned with the modifications implemented in a second year foreign language (FL) reading program with respect to the problems students experience while reading in FL. This research draws on the sources of FL reading anxiety identified in the first year reading program with a motivation to re-design the second year program to help…

  3. Children's Reading Ability in Early Primary Schooling: Challenges for a Kenyan Rural Community

    ERIC Educational Resources Information Center

    Mwoma, Teresa

    2017-01-01

    School outcomes and good performance in different subjects depends on children's ability to read. Thus teaching children on how to read during early grades is critical in promoting learning to read. More advanced skills acquired in later grades depend on early grade learning, so children who do not acquire these reading skills in their early…

  4. How Well Prepared Are Australian Preservice Teachers to Teach Early Reading Skills?

    ERIC Educational Resources Information Center

    Meeks, Linda J.; Kemp, Coral R.

    2017-01-01

    Preservice early childhood and primary teachers from teacher preparation institutions across five Australian states were surveyed regarding their perceptions of preparedness and ability to teach early reading and spelling skills, as well as their knowledge of components of early reading, such as phonemic awareness, alphabet knowledge and early…

  5. The Parable of the Sower and the Long-Term Effects of Early Reading

    ERIC Educational Resources Information Center

    Suggate, Sebastian P.

    2015-01-01

    Previous work on the long-term effects of early reading focuses on whether children can read early (i.e. capability) not on whether this is beneficial (i.e. optimality). The Luke Effect is introduced to predict long-term reading development as a function of when children learn to read. A review of correlational, intervention, and comparative…

  6. Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development.

    PubMed

    Thompson, G Brian; Fletcher-Flinn, Claire M; Wilson, Kathryn J; McKay, Michael F; Margrain, Valerie G

    2015-03-01

    Predictions from theories of the processes of word reading acquisition have rarely been tested against evidence from exceptionally early readers. The theories of Ehri, Share, and Byrne, and an alternative, Knowledge Sources theory, were so tested. The former three theories postulate that full development of context-free letter sounds and awareness of phonemes are required for normal acquisition, while the claim of the alternative is that with or without such, children can use sublexical information from their emerging reading vocabularies to acquire word reading. Results from two independent samples of children aged 3-5, and 5 years, with mean word reading levels of 7 and 9 years respectively, showed underdevelopment of their context-free letter sounds and phoneme awareness, relative to their word reading levels and normal comparison samples. Despite such underdevelopment, these exceptional readers engaged in a form of phonological recoding that enabled pseudoword reading, at the level of older-age normal controls matched on word reading level. Moreover, in the 5-year-old sample further experiments showed that, relative to normal controls, they had a bias toward use of sublexical information from their reading vocabularies for phonological recoding of heterophonic pseudowords with irregular consistent spelling, and were superior in accessing word meanings independently of phonology, although only if the readers were without exposure to explicit phonics. The three theories were less satisfactory than the alternative theory in accounting for the learning of the exceptionally early readers. Copyright © 2014 Elsevier B.V. All rights reserved.

  7. Individual and group sensitivity to remedial reading program design: Examining reading gains across three middle school reading projects

    PubMed Central

    Calhoon, Mary Beth; Petscher, Yaacov

    2015-01-01

    The purpose of this project was to examine group- and individual-level responses by struggling adolescents readers (6th – 8th grades; N = 155) to three different modalities of the same reading program, Reading Achievement Multi-Component Program (RAMP-UP). The three modalities differ in the combination of reading components (phonological decoding, spelling, fluency, comprehension) that are taught and their organization. Latent change scores were used to examine changes in phonological decoding, fluency, and comprehension for each modality at the group level. In addition, individual students were classified as gainers versus non-gainers (a reading level increase of a year or more vs. less than one year) so that characteristics of gainers and differential sensitivity to instructional modality could be investigated. Findings from both group and individual analyses indicated that reading outcomes were related to modalities of reading instruction. Furthermore, differences in reading gains were seen between students who began treatment with higher reading scores than those with lower reading scores; dependent on modality of treatment. Results, examining group and individual analyses similarities and differences, and the effect the different modalities have on reading outcomes for older struggling readers will be discussed. PMID:25657503

  8. A Comparison of Responsive Interventions on Kindergarteners' Early Reading Achievement

    ERIC Educational Resources Information Center

    Little, Mary E.; Rawlinson, D'Ann; Simmons, Deborah C.; Kim, Minjung; Kwok, Oi-man; Hagan-Burke, Shanna; Simmons, Leslie E.; Fogarty, Melissa; Oslund, Eric; Coyne, Michael D.

    2012-01-01

    This study compared the effects of Tier 2 reading interventions that operated in response-to-intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response…

  9. A better sequence-read simulator program for metagenomics.

    PubMed

    Johnson, Stephen; Trost, Brett; Long, Jeffrey R; Pittet, Vanessa; Kusalik, Anthony

    2014-01-01

    There are many programs available for generating simulated whole-genome shotgun sequence reads. The data generated by many of these programs follow predefined models, which limits their use to the authors' original intentions. For example, many models assume that read lengths follow a uniform or normal distribution. Other programs generate models from actual sequencing data, but are limited to reads from single-genome studies. To our knowledge, there are no programs that allow a user to generate simulated data following non-parametric read-length distributions and quality profiles based on empirically-derived information from metagenomics sequencing data. We present BEAR (Better Emulation for Artificial Reads), a program that uses a machine-learning approach to generate reads with lengths and quality values that closely match empirically-derived distributions. BEAR can emulate reads from various sequencing platforms, including Illumina, 454, and Ion Torrent. BEAR requires minimal user input, as it automatically determines appropriate parameter settings from user-supplied data. BEAR also uses a unique method for deriving run-specific error rates, and extracts useful statistics from the metagenomic data itself, such as quality-error models. Many existing simulators are specific to a particular sequencing technology; however, BEAR is not restricted in this way. Because of its flexibility, BEAR is particularly useful for emulating the behaviour of technologies like Ion Torrent, for which no dedicated sequencing simulators are currently available. BEAR is also the first metagenomic sequencing simulator program that automates the process of generating abundances, which can be an arduous task. BEAR is useful for evaluating data processing tools in genomics. It has many advantages over existing comparable software, such as generating more realistic reads and being independent of sequencing technology, and has features particularly useful for metagenomics work.

  10. Follow-Up Study of the Effects of a Supplemental Early Reading Intervention on the Reading/Disability Risk of Urban Primary Learners

    ERIC Educational Resources Information Center

    Cartledge, Gwendolyn; Yurick, Amanda; Singh, Angella Harjani; Keyes, Starr E.; Kourea, Lefki

    2011-01-01

    Early intervention to mitigate special education and reading risk is especially critical for low socioeconomic and minority learners. This study examined the lasting effects of an early reading intervention package of phonemic awareness on the reading skills of 38 second-grade students one and two years after intervention ended. The participants…

  11. Predicting Reading Disability: Early Cognitive Risk and Protective Factors

    ERIC Educational Resources Information Center

    Eklund, Kenneth Mikael; Torppa, Minna; Lyytinen, Heikki

    2013-01-01

    This longitudinal study examined early cognitive risk and protective factors for Grade 2 reading disability (RD). We first examined the reading outcome of 198 children in four developmental cognitive subgroups that were identified in our previous analysis: dysfluent trajectory, declining trajectory, unexpected trajectory and typical trajectory. We…

  12. Executive Function and Early Reading Skills

    ERIC Educational Resources Information Center

    Foy, Judith G.; Mann, Virginia A.

    2013-01-01

    The purpose of this study was to examine how executive function skills in verbal and nonverbal auditory tasks are related to early reading skills in beginning readers. Kindergarteners (N = 41, aged 5 years) completed verbal (phonemes) and nonverbal (environmental sounds) Continuous Performance tasks yielding measures of executive function (misses,…

  13. Correlates of Early Reading Comprehension Skills: A Componential Analysis

    ERIC Educational Resources Information Center

    Babayigit, Selma; Stainthorp, Rhona

    2014-01-01

    This study had three main aims. First, we examined to what extent listening comprehension, vocabulary, grammatical skills and verbal short-term memory (VSTM) assessed prior to formal reading instruction explained individual differences in early reading comprehension levels. Second, we examined to what extent the three common component skills,…

  14. Reading Recovery Executive Summary, 1984 to 1998.

    ERIC Educational Resources Information Center

    Reading Recovery Council of North America, Columbus, OH.

    This Executive Summary provides information and details about Reading Recovery, an early intervention program for young readers who are experiencing difficulty in their first year of reading instruction. The summary first explains that Reading Recovery is a one-to-one tutoring program designed to serve the lowest achieving readers in which…

  15. Using Multilevel Modeling for Change to Assess Early Children's Reading Growth over Time

    ERIC Educational Resources Information Center

    Liu, Xing; O'Connell, Ann A.

    2008-01-01

    Childhood is the crucial period for early children's reading ability building. Former research (Hanson & Farrell, 1995) found that early reading experience had a positive and long-term effect on reading competence for high school seniors in the future. Therefore, it is of great importance for researchers to understand children's initial reading…

  16. The Effects of Varying Group Size on the Reading Recovery Approach to Preventive Early Intervention

    ERIC Educational Resources Information Center

    Iversen, Sandra; Tunmer, William E.; Chapman, James W.

    2005-01-01

    The purpose of this study was to determine whether an early intervention program based on the Reading Recovery (RR) format could be developed for pairs of struggling readers that would allow them to make accelerated progress similar to that experienced in the 1-to-1 RR tutorial. A preliminary pilot study showed that the RR lesson format could be…

  17. McGraw-Hill Programmed Reading Evaluation.

    ERIC Educational Resources Information Center

    Norfolk Public Schools, VA.

    One of the programs included in "Effective Reading Programs...," this program, begun in 1972, serves about 3,600 disadvantaged first through fourth grade students. The independent learning approach is featured in this program. Placement tests help teachers determine each child's needs, and diagnostic tests monitor student progress.…

  18. Reading Mini-Lessons: An Instructional Practice for Meaning Centered Reading Programs.

    ERIC Educational Resources Information Center

    Barrentine, Shelby; And Others

    1995-01-01

    Mini-lessons (brief, informative explanations that demonstrate what readers do) are a key instructional practice in meaning centered reading programs. The content of the mini-lessons is determined by the needs of learners. In procedural mini-lessons, teachers explain the steps for successfully completing a task or performing a reading-related…

  19. Cross-Language Transfer in English Immersion Programs in Germany: Reading Comprehension and Reading Fluency

    ERIC Educational Resources Information Center

    Gebauer, Sandra Kristina; Zaunbauer, Anna C. M.; Moller, Jens

    2013-01-01

    Cross-language effects on reading skills are of particular interest in the context of foreign language immersion programs. Although there is an extensive literature on cross-language effects on reading in general, research focusing on immersion students and including different dimensions of reading acquisition such as reading fluency and reading…

  20. Greater Functional Connectivity between Reading and Error-Detection Regions Following Training with the Reading Acceleration Program in Children with Reading Difficulties

    ERIC Educational Resources Information Center

    Horowitz-Kraus, Tzipi; Holland, Scott K.

    2015-01-01

    The Reading Acceleration Program is a computerized program that improves reading and the activation of the error-detection mechanism in individuals with reading difficulty (RD) and typical readers (TRs). The current study aims to find the neural correlates for this effect in English-speaking 8-12-year-old children with RD and TRs using a…

  1. Reading Acceleration Program: The Effect of Concentrated Practice on Reading Skills

    ERIC Educational Resources Information Center

    Pilotti, Maura; Martinez, Edward; Broderick, Tyler; Caballero, Sharon; LaGrange, Linda

    2012-01-01

    A well-established principle in the literature on learning, which maintains that variability of practice enhances long-term retention, served as the foundation of a summer program intended to ameliorate reading skills in incoming freshmen. During a 4-week period, students received reading instruction in the context of four areas: humanities,…

  2. Growth trajectories of early aggression, overactivity, and inattention: Relations to second-grade reading.

    PubMed

    Gray, Sarah A O; Carter, Alice S; Briggs-Gowan, Margaret J; Jones, Stephanie M; Wagmiller, Robert L

    2014-09-01

    The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant and toddler aggression, overactivity, and inattention, developed from parent reports about 1- to 3-year-old children, were examined as predictors of direct assessments of 2nd-grade reading in an at-risk epidemiological study subsample (N = 359). Reports of inattentive and overactive behaviors at ages 1-3 years and changes in inattention through toddlerhood predicted reading achievement in 2nd grade. A parallel process model suggested that the effects of early inattention on reading appear to be most robust. Findings underscore the contribution of social-emotional development to school readiness and the importance of early identification of children with externalizing problems, as early interventions designed to reduce externalizing problems may improve later reading skills.

  3. Growth Trajectories of Early Aggression, Overactivity, and Inattention: Relations to Second Grade Reading

    PubMed Central

    Gray, Sarah A. O.; Carter, Alice S.; Briggs-Gowan, Margaret J.; Jones, Stephanie M.; Wagmiller, Robert L.

    2015-01-01

    The link between behavior problems and low academic achievement is well established, but few studies have examined longitudinal relations between early externalizing behaviors before school entry and low academic achievement following transition to formal schooling. Early inattention has been particularly overlooked, despite strong associations between inattention and reading difficulties later in development. Trajectories of infant/toddler aggression, overactivity, and inattention, developed from parent reports about 1- to 3-year-old children, were examined as predictors of direct assessments of second grade reading in an at-risk epidemiological study subsample (N = 359). Reports of inattentive and overactive behaviors at age 1-to-3 years and changes in inattention through toddlerhood predicted reading achievement in second grade. A parallel process model suggested that the effects of early inattention on reading appear to be most robust. Findings underscore the contribution of social-emotional development to school readiness and the importance of early identification of children with externalizing problems, as early interventions designed to reduce externalizing problems may improve later reading skills. PMID:25046126

  4. A Randomized Controlled Trial Evaluation of "Time to Read", a Volunteer Tutoring Program for 8- to 9-Year-Olds

    ERIC Educational Resources Information Center

    Miller, Sarah; Connolly, Paul

    2013-01-01

    Tutoring is commonly employed to prevent early reading failure, and evidence suggests that it can have a positive effect. This article presents findings from a large-scale ("n" = 734) randomized controlled trial evaluation of the effect of "Time to Read"--a volunteer tutoring program aimed at children aged 8 to 9 years--on…

  5. A Comparison of Two Reading Programs on Third Grade Reading Achievement

    ERIC Educational Resources Information Center

    Miller, Tawana D.

    2008-01-01

    Background: The No Child Left Behind Act legislation requires both higher standards and higher success rates at the same time. Failure of students to learn to read adequately as shown by national and state test results and the need for continued school success had prompted education officials to implement two reading programs--Voyager Universal…

  6. The Impact of a Therapy Dog Program on Children's Reading Skills and Attitudes toward Reading

    ERIC Educational Resources Information Center

    Kirnan, Jean; Siminerio, Steven; Wong, Zachary

    2016-01-01

    An existing school program in which therapy dogs are integrated into the reading curriculum was analyzed to determine the effect on student reading. Previous literature suggests an improvement in both reading skills and attitudes towards reading when students read in the presence of a therapy dog. Using a mixed method model, the researchers…

  7. Language Development Component, Secondary Developmental Reading Program. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Beck, Donald; Chamberlain, Ed

    This report evaluates the Secondary Developmental Reading Program, a component of the Ohio Disadvantaged Pupil Program Fund (DPPF), in terms of the 1982-83 program objectives. Twelve project reading teachers worked in eight Columbus senior high schools with 843 pupils scoring at or below the 36th percentile in reading achievement. A pilot project…

  8. A Study into the Impact of the Reading Education Assistance Dogs Scheme on Reading Engagement and Motivation to Read among Early Years Foundation-Stage Children

    ERIC Educational Resources Information Center

    Noble, Olivia; Holt, Nicole

    2018-01-01

    This research explores the impact of the Reading Education Assistance Dogs (READ) scheme on reading engagement and motivation among Early Years Foundation-Stage children using a case study approach at a primary school in the English Midlands. There is a notable lack of UK-based research into the READ scheme, which offers a potential alternative…

  9. An Examination of Reading Skills and Reading Outcomes for Youth Involved in a Crime Prevention Program

    ERIC Educational Resources Information Center

    Metsala, Jamie L.; David, Margaret D.; Brown, Sarah

    2017-01-01

    This study examined the incidence of reading impairments, the reading profiles, and the outcomes of a reading intervention for youth involved in a comprehensive crime prevention program. Rates of reading impairments were between 55% and 61%. Reading profiles for participants with reading comprehension impairments showed deficits in phonological…

  10. An Ideal Remedial Reading Program.

    ERIC Educational Resources Information Center

    Boettcher, Judith A.

    An ideal secondary level remedial reading program would be based on the philosophy that both freedom and structure are required, that learning demands involvement and feedback, and that success breeds success. Such programs should be structured (i.e., based on clearly defined content and a clearly designated mode of presentation). There are many…

  11. Improving Basal Reading Programs: A Report of the Adoption Guidelines Project at the Center for the Study of Reading. Reading Education Report No. 68.

    ERIC Educational Resources Information Center

    Dole, Janice A.; And Others

    Commercially developed basal reading programs are used in most elementary school classrooms in the United States. Yet often neither the publishers developing these programs nor the members of textbook adoption committees selecting programs are able to take advantage of the best available knowledge about the reading process and reading instruction.…

  12. Improving Student Reading through Parents' Implementation of a Structured Reading Program

    ERIC Educational Resources Information Center

    Mitchell, Courtney; Begeny, John C.

    2014-01-01

    Parent tutoring offers potential as a means for assisting the large percentage of students who need to improve their reading skills. The primary purpose of this study was to examine the impact of a reading fluency intervention program when used by parents in the home during the summer months. Specifically, this study evaluated the effects of the…

  13. The Balanced Reading Program: Helping All Students Achieve Success.

    ERIC Educational Resources Information Center

    Blair-Larsen, Susan M., Ed.; Williams, Kathryn A., Ed.

    This book explains the methodologies, techniques, strategies, and knowledge base necessary to achieve a balanced reading program. The book's contributors define the key elements in a balanced reading program and provide guidelines for implementing a balanced instructional program in the classroom. Following an introduction which addresses…

  14. Early Literacy Acquisition with the Inclusion of the Five Components of Research Based Reading Instruction

    ERIC Educational Resources Information Center

    Wright, Jill

    2015-01-01

    The purpose of this study was to examine the existing research on early literacy and the types of approaches used in schools at the time of this writing. Although researchers could not agree on which types of reading programs are the most effective, there was a large amount of research supporting the work done in 2000 from the National Reading…

  15. A High Intensity, Short-Term, Tutorial/Enrichment Program in Reading.

    ERIC Educational Resources Information Center

    Martin, Rita J.; And Others.

    1981-01-01

    The Summer Adventure in Learning (SAIL) program was developed to train prospective teachers in tutorial methods intended to improve reading achievement. The program's primary instructional objective was to decrease the pupil reading rate resulting in improved reading comprehension. (JN)

  16. Reading Together: A Summer Family Reading Apprenticeship Program for Delayed and Novice Readers

    ERIC Educational Resources Information Center

    Knapp, Nancy Flanagan

    2016-01-01

    The Reading Apprenticeship is an intervention that has been shown in previous studies to increase struggling readers, tested reading achievement by 8 to 9 months during a 12 week, in-school program. This article reports on the first study of the Reading Apprenticeship method conducted in the summer using parents, rather than supervised volunteers,…

  17. Characterization and Prediction of Early Reading Abilities in Children on the Autism Spectrum

    PubMed Central

    Davidson, Meghan M.; Weismer, Susan Ellis

    2013-01-01

    Many children with autism spectrum disorder (ASD) have reading profiles characterized by higher decoding skills and lower reading comprehension. This study assessed whether this profile was apparent in young children with ASD and examined concurrent and longitudinal predictors of early reading. A discrepant profile of reading (higher alphabet and lower meaning) was found in 62% of this sample. Concurrent analyses revealed that reading proficiency was associated with higher nonverbal cognition and expressive language, and that social ability was negatively related to alphabet knowledge. Nonverbal cognition and expressive language at mean age 2½ years predicted later reading performance at mean age 5½ years. These results support the importance of early language skills as a foundation for reading in children with ASD. PMID:24022730

  18. Early Reading Development in Chinese-Speaking Children with Hearing Loss

    ERIC Educational Resources Information Center

    Chan, Yi-Chih; Yang, You-Jhen

    2018-01-01

    This study aims to explore early reading comprehension in Chinese-speaking children with hearing loss (HL) by examining character recognition and linguistic comprehension. Twenty-five children with HL received three measures relevant to character reading: phonological awareness (PA), morphological awareness (MA), and character recognition; two…

  19. Tracking development from early speech-language acquisition to reading skills at age 13.

    PubMed

    Bartl-Pokorny, Katrin D; Marschik, Peter B; Sachse, Steffi; Green, Vanessa A; Zhang, Dajie; Van Der Meer, Larah; Wolin, Thomas; Einspieler, Christa

    2013-06-01

    Previous studies have indicated a link between speech-language and literacy development. To add to this body of knowledge, we investigated whether lexical and grammatical skills from toddler to early school age are related to reading competence in adolescence. Twenty-three typically developing children were followed from age 1;6 to 13;6 (years;months). Parental checklists and standardized tests were used to assess the development of mental lexicon, grammatical and reading capacities of the children. Direct assessment of early speech-language functions positively correlated with later reading competence, whereas lexical skills reported by parents were not associated with this capacity. At (pre-) school age, larger vocabulary and better grammatical abilities predicted advanced reading abilities in adolescence. Our study contributes to the understanding of typical speech-language development and its relation to later reading outcome, extending the body of knowledge on these developmental domains for future early identification of children at risk for reading difficulties.

  20. Read Aloud Programs for the Elderly Project. Instructional Manual.

    ERIC Educational Resources Information Center

    Leonard, Gloria; And Others

    This manual was developed by the staff of the Read Aloud Programs for the Elderly of the Seattle Public Library. It is based on a year's experience of conducting read-aloud programs in nursing homes and is meant to be a guide for setting up similar programs in other library systems. The first half of the manual, addressed to program managers,…

  1. A Data-Driven Coaching Model Used to Promote Students' Response to Early Reading Intervention

    ERIC Educational Resources Information Center

    Glover, Todd A.

    2017-01-01

    Given the importance of early reading performance as a foundational prerequisite for student achievement, schools have allocated significant attention over the past decade to training teachers to assess and monitor students' reading progress and to implement instruction or interventions targeting early reading skills (e.g., Fletcher & Vaughn,…

  2. An Investigation of Basic and Borderline Proficient Students' Comprehension Reading Achievement Using the Read 180 Computerized Instructional Program

    ERIC Educational Resources Information Center

    Piper, Deborah L.

    2013-01-01

    The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical…

  3. Comparing Brief Experimental Analysis and Teacher Judgment for Selecting Early Reading Interventions

    ERIC Educational Resources Information Center

    Wagner, Dana L.; Coolong-Chaffin, Melissa; Deris, Aaron R.

    2017-01-01

    The purpose of this study was to examine the use of brief experimental analysis (BEA) to identify early reading interventions for students in the primary grades and to compare teachers' judgments about their students' early reading intervention needs to BEA results. In addition, the research was conducted to explore how teachers make decisions…

  4. Sizzling Summer Reading Programs for Young Adults: Second Edition

    ERIC Educational Resources Information Center

    Kan, Katharine L.

    2006-01-01

    Summer reading programs are a staple in libraries nationwide and provide a valuable service: keeping teens productive and occupied when they are no longer busy in school. Producing creative programs at the library can be challenging when faced with this easily distracted teen demographic; that's where "Sizzling Summer Reading Programs" steps in.…

  5. Who Benefits from Which Reading Intervention in the Primary Years? Match the Intervention with the Reading Profile

    ERIC Educational Resources Information Center

    Munro, John

    2017-01-01

    Reading difficulties may have multiple causes. Effective approaches to reading intervention need to target the specific causes for individual readers. The Early Reading Intervention Knowledge program comprises three intervention pathways: a phonological-phonemic pathway, a phonic-orthographic pathway, and an oral language pathway. This study…

  6. Constructing Reading: Building Conceptions of Literacy in a Volunteer Read-Aloud Program

    ERIC Educational Resources Information Center

    Dawes, Erika Thulin

    2007-01-01

    This study describes the interactions of three adult-child reading partnerships in a program that matches corporate volunteers with "at risk" students for weekly hour-long story reading sessions. Using discourse analysis within a sociocultural framework, the researcher identified variation in the way these partners were constructing the act and…

  7. Mastering Reading and Mathematics in the Early Grades. Challenge to Lead Series

    ERIC Educational Resources Information Center

    Lord, Joan; Wade, Robin; Creech, Joseph

    2004-01-01

    The "Challenge to Lead" goal for early grades students is first about student achievement in reading and mathematics. The goal is that students in the early grades, regardless of their economic status, school location, ethnicity or gender will be as proficient in reading and mathematics as youngsters anywhere in the nation. "Challenge to Lead"…

  8. Achieving Excellence in Reading. Yearbook of the American Reading Forum, Volume X, 1990.

    ERIC Educational Resources Information Center

    Hayes, Bernard L., Ed.; Camperell, Kay, Ed.

    This yearbook contains papers which relate to issues in administering, supervising, researching, teaching, implementing, assessing, and strengthening programs and approaches in reading. The 22 papers and their authors are as follows: "Reading in Early America" (Ruskin Teeter); "Looking Back for the Future: Amish Literacy and Its…

  9. Explicit Instruction Elements in Core Reading Programs

    ERIC Educational Resources Information Center

    Child, Angela R.

    2012-01-01

    Classroom teachers are provided instructional recommendations for teaching reading from their adopted core reading programs (CRPs). Explicit instruction elements or what is also called instructional moves, including direct explanation, modeling, guided practice, independent practice, discussion, feedback, and monitoring, were examined within CRP…

  10. The Effect of the CAREY Program on the Students' Reading Attitude Towards Reading English Materials

    ERIC Educational Resources Information Center

    Al-Shawesh, Marwan Yahya; Hussin, Supyan

    2015-01-01

    Reading is one of language learning skills which has a great significance for the role it plays in the second language acquisition (SLA) process. The aim of this paper was to examine the extent to which the CAREY (Computer-Assisted Reading Yemen) program affects the Yemeni EFL students' reading attitude towards reading English materials. To…

  11. Classroom Discourse: The Role of Teachers' Instructional Practice for Promoting Student Dialogues in the Early Years Literacy Program (EYLP)

    ERIC Educational Resources Information Center

    Olaussen, Bodil Stokke

    2016-01-01

    Understanding that classroom discourse is important for reading comprehension and critical thinking is emerging. The aim of the present study was to analyze what teachers say and do, to promote discussion at a teacher-led station in the Early Years Literacy Program (EYLP). The EYLP is a program for reading instruction, organized at different…

  12. A New Tool to Facilitate Learning Reading for Early Childhood

    ERIC Educational Resources Information Center

    Puspitasari, Cita; Subiyanto

    2017-01-01

    This paper proposes a new android application for early childhood learning reading. The description includes a design, development, and an evaluation experiment of an educational game for learning reading on android. Before developing the game, Unified Modeling Language (UML) diagrams, interfaces, animation, narrative or audio were designed.…

  13. Implementation Challenges for Tier One and Tier Two School-Based Programs for Early Adolescents

    ERIC Educational Resources Information Center

    LaRusso, Maria D.; Donovan, Suzanne; Snow, Catherine

    2016-01-01

    This mixed-method study examined the implementation and the challenges to implementation for participants in randomized controlled trials of two school-based programs for early adolescents: the Tier One Word Generation (WG) program, and the Tier Two Strategic Adolescent Reading Intervention (STARI). Levels of implementation for WG and STARI varied…

  14. Reading Improvement Program, Title I Evaluation, 1974-1975.

    ERIC Educational Resources Information Center

    Logan, Juanita

    This report contains an evaluation of the reading improvement program in the primary grades in Cleveland, Ohio, which attempts to provide specialized reading instruction and support for disadvantaged pupils at a time deemed critical in their school experience. The project utilizes the services of a reading consultant, master teachers, and…

  15. Reading Acquisition Enhances an Early Visual Process of Contour Integration

    ERIC Educational Resources Information Center

    Szwed, Marcin; Ventura, Paulo; Querido, Luis; Cohen, Laurent; Dehaene, Stanislas

    2012-01-01

    The acquisition of reading has an extensive impact on the developing brain and leads to enhanced abilities in phonological processing and visual letter perception. Could this expertise also extend to early visual abilities outside the reading domain? Here we studied the performance of illiterate, ex-illiterate and literate adults closely matched…

  16. "Aspire!" A Summer Program in Reading Enrichment.

    ERIC Educational Resources Information Center

    Tanis, Robin S.

    2003-01-01

    Describes a high school summer reading program that was developed to encourage a lifelong habit of reading for pleasure by assembling a booklist of fiction and nonfiction titles, each sponsored by an administrator or teacher who then led a discussion of that book in the fall. (LRW)

  17. Early language mediates the relations between preschool inattention and school-age reading achievement.

    PubMed

    O'Neill, Sarah; Thornton, Veronica; Marks, David J; Rajendran, Khushmand; Halperin, Jeffrey M

    2016-05-01

    Early inattention is associated with later reading problems in children, but the mechanism by which this occurs is unclear. We investigated whether the negative relation between preschoolers' ADHD symptoms and 8-year-old reading achievement is directly related to the severity of inattention or is mediated by early language skills. Children (n = 150; 76% boys) were evaluated at 3 time points: preschool (T1), mean (SD) age = 4.24 (.49) years; 1 year later (T2), mean (SD) age = 5.28 (.50) years; and during school age (T3), mean (SD) age = 8.61 (.31) years. At T1, parents' Kiddie-SADS responses were dimensionalized to reflect ADHD severity. Children completed the Language domain of the NEPSY (i.e., A Developmental Neuropsychological Assessment) at T1 and again at T2. At T3, children completed the Wechsler Individual Achievement Test, Second Edition Word Reading, Pseudoword Decoding, Reading Comprehension, and Spelling subtests, and their teachers completed ratings of Reading and Written Expression performance in school. The mediating effect of T2 Language on the relation between preschool Inattention and age 8 Reading was examined using the nonparametric bootstrapping procedure, while controlling for T1 Language. Language ability at T2 mediated the path from preschool inattention (but not hyperactivity/impulsivity) to 8-year-old reading achievement (both test scores and ratings) after controlling for preschoolers' language ability. Early attentional deficits may negatively impact school-age reading outcomes by compromising the development of language skills, which in turn imperils later reading achievement. Screening children with attentional problems for language impairment, as well as implementing early intervention for both attentional and language problems may be critical to promote reading achievement during school years. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  18. Reading Recovery and ESEA Chapter 1: Issues and Possibilities.

    ERIC Educational Resources Information Center

    Zajano, Nancy C.

    The simultaneous implementation of Reading Recovery (an early intervention program designed to help children "at risk" of failure in their first year of reading instruction) and Chapter 1 programs in schools raises a number of issues as educators attempt to provide effective reading instruction within the policies and guidelines of both…

  19. Finding a New Way: Reinventing a Sixth-Grade Reading Program

    ERIC Educational Resources Information Center

    Ahrens, Brooke Carey

    2005-01-01

    The author found that the reading program at her school did not address the needs of struggling readers and that reading teachers lacked the materials and knowledge needed to make improvements. As part of an action research project, she redesigned the reading program and introduced her colleagues to research-based teaching methods. The author…

  20. Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy.

    PubMed

    Sabatini, John P; Shore, Jane; Holtzman, Steven; Scarborough, Hollis S

    2011-01-01

    To compare the efficacy of instructional programs for adult learners with basic reading skills below the seventh grade level, 300 adults were randomly assigned to one of three supplementary tutoring programs designed to strengthen decoding and fluency skills, and gains were examined for the 148 adult students who completed the program. The three intervention programs were based on or adapted from instructional programs that have been shown to benefit children with reading levels similar to those of the adult sample. Each program varied in its relative emphasis on basic decoding versus reading fluency instruction. A repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across a battery of targeted reading measures, but no significant relative differences across interventions. An additional 152 participants who failed to complete the intervention differed initially from those who persisted. Implications for future research and adult literacy instruction are discussed.

  1. The Effectiveness of the Barton's Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia.

    PubMed

    Mihandoost, Zeinab; Elias, Habibah

    2011-01-01

    The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton's method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education.

  2. Early literacy experiences constrain L1 and L2 reading procedures

    PubMed Central

    Bhide, Adeetee

    2015-01-01

    Computational models of reading posit that there are two pathways to word recognition, using sublexical phonology or morphological/orthographic information. They further theorize that everyone uses both pathways to some extent, but the division of labor between the pathways can vary. This review argues that the first language one was taught to read, and the instructional method by which one was taught, can have profound and long-lasting effects on how one reads, not only in one’s first language, but also in one’s second language. Readers who first learn a transparent orthography rely more heavily on the sublexical phonology pathway, and this seems relatively impervious to instruction. Readers who first learn a more opaque orthography rely more on morphological/orthographic information, but the degree to which they do so can be modulated by instructional method. Finally, readers who first learned to read a highly opaque morphosyllabic orthography use less sublexical phonology while reading in their second language than do other second language learners and this effect may be heightened if they were not also exposed to an orthography that codes for phonological units during early literacy acquisition. These effects of early literacy experiences on reading procedure are persistent despite increases in reading ability. PMID:26483714

  3. Reading Roundup: Rope a Good Book. Louisiana Summer Reading Program, 1995 Manual.

    ERIC Educational Resources Information Center

    White, Dorothy, J., Ed.

    A manual for the Louisiana Summer Reading Program is presented in 14 sections with a western theme and illustrations. An evaluation form, a 1995 calendar, and a list of audiovisual materials with addresses and prices are also provided. Section 1 discusses promotion, publicity, and programs; and includes sample news releases; program ideas, and…

  4. Engaging Children with Print: Building Early Literacy Skills through Quality Read-Alouds

    ERIC Educational Resources Information Center

    Justice, Laura M.; Sofka, Amy E.

    2010-01-01

    Preschool teachers and early childhood professionals know that storybook reading is important, but they may not know how to maximize its benefits for later reading achievement. This indispensable guide presents research-based techniques for using reading aloud to intentionally and systematically build children's knowledge of print. Simple yet…

  5. READING AND WRITING, THE REMEDIAL PROGRAM.

    ERIC Educational Resources Information Center

    Euclid English Demonstration Center, OH.

    THE PAPERS IN THIS COLLECTION EXPLAIN THE JUNIOR HIGH SCHOOL REMEDIAL PROGRAM IN READING AND WRITING DEVELOPED BY THE EUCLID ENGLISH DEMONSTRATION CENTER, THEY ARE (1) "REMEDIAL CLASSES AND THE TOTAL ENGLISH PROGRAM," BY GEORGE HILLOCKS, (2) "DEFINITION, ORIGIN, AND TREATMENT OF UNDERACHIEVEMENT," BY JANE W. KESSLER, (3)…

  6. Musical, language, and reading abilities in early Portuguese readers

    PubMed Central

    Zuk, Jennifer; Andrade, Paulo E.; Andrade, Olga V. C. A.; Gardiner, Martin; Gaab, Nadine

    2013-01-01

    Early language and reading abilities have been shown to correlate with a variety of musical skills and elements of music perception in children. It has also been shown that reading impaired children can show difficulties with music perception. However, it is still unclear to what extent different aspects of music perception are associated with language and reading abilities. Here we investigated the relationship between cognitive-linguistic abilities and a music discrimination task that preserves an ecologically valid musical experience. 43 Portuguese-speaking students from an elementary school in Brazil participated in this study. Children completed a comprehensive cognitive-linguistic battery of assessments. The music task was presented live in the music classroom, and children were asked to code sequences of four sounds on the guitar. Results show a strong relationship between performance on the music task and a number of linguistic variables. A principle component analysis of the cognitive-linguistic battery revealed that the strongest component (Prin1) accounted for 33% of the variance and Prin1 was significantly related to the music task. Highest loadings on Prin1 were found for reading measures such as Reading Speed and Reading Accuracy. Interestingly, 22 children recorded responses for more than four sounds within a trial on the music task, which was classified as Superfluous Responses (SR). SR was negatively correlated with a variety of linguistic variables and showed a negative correlation with Prin1. When analyzing children with and without SR separately, only children with SR showed a significant correlation between Prin1 and the music task. Our results provide implications for the use of an ecologically valid music-based screening tool for the early identification of reading disabilities in a classroom setting. PMID:23785339

  7. Conversational Language Use as a Predictor of Early Reading Development: Language History as a Moderating Variable

    PubMed Central

    DeThorne, Laura Segebart; Petrill, Stephen A.; Schatschneider, Chris; Cutting, Laurie

    2010-01-01

    Purpose The present study examined the nature of concurrent and predictive associations between conversational language use and reading development during early school-age years. Method Language and reading data from 380 twins in the Western Reserve Reading Project were examined via phenotypic correlations and multilevel modeling on exploratory latent factors. Results In the concurrent prediction of children’s early reading abilities, a significant interaction emerged between children’s conversational language abilities and their history of reported language difficulties. Specifically, conversational language concurrently predicted reading development above and beyond variance accounted for by formal vocabulary scores, but only in children with a history of reported language difficulties. A similar trend was noted in predicting reading skills 1 year later, but the interaction was not statistically significant. Conclusions Findings suggest a more nuanced view of the association between spoken language and early reading than is commonly proposed. One possibility is that children with and without a history of reported language difficulties rely on different skills, or the same skills to differing degrees, when completing early reading-related tasks. Future studies should examine the causal link between conversational language and early reading specifically in children with a history of reported language difficulties. PMID:20150410

  8. Do Supplemental Remedial Reading Programs Address the Motivational Issues of Struggling Readers? An Analysis of Five Popular Programs.

    PubMed

    Quirk, Matthew P; Schwanenflugel, Paula J

    2004-04-01

    Five popular, but distinctly different, remedial reading programs were reviewed regarding the potential to motivate children to read. It is argued that current remedial reading program designs and research on program effectiveness ignore the impact that motivation has on struggling readers. In addition, we develop a theory of reading motivation specific to struggling readers that highlights motivational constructs we feel are important to the improvement of reading skill for this population of students. The three aspects of reading motivation most relevant to the instruction of remedial readers include: (a) improving reading self-efficacy; (b) making internal and controllable outcome attributions for successes and failures associated with reading; and (c) establishing personally relevant value in becoming a better reader. We conclude that, while most programs address some motivational issues and other issues not at all, most programs could make minor modifications that would greatly enhance their motivational impact.

  9. Differing effects of two synthetic phonics programmes on early reading development.

    PubMed

    Shapiro, Laura R; Solity, Jonathan

    2016-06-01

    Synthetic phonics is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. We compared the impact of two synthetic phonics programmes on early reading. Children received Letters and Sounds (L&S; 7 schools) which teaches multiple letter-sound mappings or Early Reading Research (ERR; 10 schools) which teaches only the most consistent mappings plus frequent words by sight. We measured phonological awareness (PA) and reading from school entry to the end of the second (all schools) or third school year (4 ERR, 3 L&S schools). Phonological awareness was significantly related to all reading measures for the whole sample. However, there was a closer relationship between PA and exception word reading for children receiving the L&S programme. The programmes were equally effective overall, but their impact on reading significantly interacted with school-entry PA: Children with poor PA at school entry achieved higher reading attainments under ERR (significant group difference on exception word reading at the end of the first year), whereas children with good PA performed equally well under either programme. The more intensive phonics programme (L&S) heightened the association between PA and exception word reading. Although the programmes were equally effective for most children, results indicate potential benefits of ERR for children with poor PA. We suggest that phonics programmes could be simplified to teach only the most consistent mappings plus frequent words by sight. © 2015 The British Psychological Society.

  10. Early Childhood Educators' Perceived and Actual Metalinguistic Knowledge, Beliefs and Enacted Practice about Teaching Early Reading

    ERIC Educational Resources Information Center

    Hammond, Lorraine

    2015-01-01

    Results of influential reports on early literacy have drawn attention to the need for early childhood educators to take up a more explicit, teacher-directed approach to beginning reading. Positive classroom results however are in part dependent upon teacher knowledge and this study investigated the relationship between early childhood educators'…

  11. Is Earlier Better? Mastery of Reading Fluency in Early Schooling

    ERIC Educational Resources Information Center

    Park, Yonghan; Chaparro, Erin A.; Preciado, Jorge; Cummings, Kelli D.

    2015-01-01

    Research Findings: The goal of the present study was to provide empirical evidence for the importance of mastering reading fluency in early schooling. Study participants were 1,322 students in 3rd grade in 42 schools in a northwestern state. These students were assessed using a battery of reading skill tests as well as comprehensive tests of more…

  12. The Relationship between Early Literacy Assessment and First-Grade Reading Achievement for Native American Students

    ERIC Educational Resources Information Center

    Coats-Kitsopoulos, Gloria Jean

    2011-01-01

    The purpose of this study was to determine the relationship between the Dynamic Indicators of Basic Early Literacy Skills (DIBELS), the Reading Recovery Observation Survey (RROS) early reading sub-tests, and the reading achievement of Native American first-graders as measured by the Stanford 10. A causal-comparative correlation research design…

  13. The Impact of Tutoring on Early Reading Achievement for Children With and Without Attention Problems

    PubMed Central

    Rabiner, David L.; Malone, Patrick S.

    2009-01-01

    This study examined whether the benefits of reading tutoring in first grade were moderated by children’s level of attention problems. Participants were 581 children from the intervention and control samples of Fast Track, a longitudinal multisite investigation of the development and prevention of conduct problems. Standardized reading achievement measures were administered after kindergarten and 1st grade, and teacher ratings of attention problems were obtained during 1st grade. During 1st grade, intervention participants received three 30-min tutoring sessions per week to promote the development of initial reading skills. Results replicated prior findings that attention problems predict reduced 1st grade reading achievement, even after controlling for IQ and earlier reading ability. Intervention was associated with modest reading achievement benefits for inattentive children without early reading difficulties, and substantial benefits for children with early reading difficulties who were not inattentive. It had no discernible impact, however, for children who were both inattentive and poor early readers. Results underscore the need to develop effective academic interventions for inattentive children, particularly for those with co-occurring reading difficulties. PMID:15228176

  14. Development of the Alberta Diagnostic Reading Program.

    ERIC Educational Resources Information Center

    Horvath, Frank G.; Machura, Shirley

    The development of the Alberta Diagnostic Reading Program (ADRP) was based on a current psycholinguistic theory that describes reading as a process in which the reader uses background information to communicate with the author. To ensure its usefulness and effectiveness, the developers of the ADRP sought the advice and direct involvement of many…

  15. The Early Grade Reading Assessment: Applications and Interventions to Improve Basic Literacy

    ERIC Educational Resources Information Center

    Gove, Amber, Ed.; Wetterberg, Anna, Ed.

    2011-01-01

    This book highlights the experience of Liberia in both assessing and improving reading in primary schools. As a result of an Early Grade Reading Assessment, the Ministry of Education and partners, including the United States Agency for International Development, came together to identify and develop strategies for improving reading in schools.…

  16. Early Interventions: Keys to Successful Readers.

    ERIC Educational Resources Information Center

    Jeffreys, JoAnn; Spang, Joan

    This action research outlines an early reading intervention project for improving students' reading skills and promoting the implementation of early reading intervention programs. The targeted population includes first and second grade students in one school located in the suburbs of a major city in Illinois. The problem of early reading…

  17. Early Listening and Speaking Skills Predict Later Reading Proficiency in Pediatric Cochlear Implant Users

    PubMed Central

    Spencer, Linda J.; Oleson, Jacob J.

    2011-01-01

    Objectives Previous studies have reported that children who use cochlear implants (CIs) tend to achieve higher reading levels than their peers with profound hearing loss who use hearing aids. The purpose of this study was to investigate the influences of auditory information provided by the CI on the later reading skills of children born with profound deafness. The hypothesis was that there would be a positive and predictive relationship between earlier speech perception, production, and subsequent reading comprehension. Design The speech perception and production skills at the vowel, consonant, phoneme, and word level of 72 children with prelingual, profound hearing loss were assessed after 48 mos of CI use. The children's reading skills were subsequently assessed using word and passage comprehension measures after an average of 89.5 mos of CI use. A regression analysis determined the amount of variance in reading that could be explained by the variables of perception, production, and socioeconomic status. Results Regression analysis revealed that it was possible to explain 59% of the variance of later reading skills by assessing the early speech perception and production performance. The results indicated that early speech perception and production skills of children with profound hearing loss who receive CIs predict future reading achievement skills. Furthermore, the study implies that better early speech perception and production skills result in higher reading achievement. It is speculated that the early access to sound helps to build better phonological processing skills, which is one of the likely contributors to eventual reading success. PMID:18595191

  18. North Carolina Primary Reading Program Evaluation. 1977. Final Report.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Research.

    The Primary Reading Program was initiated in 117 classrooms in 40 North Carolina schools, to improve the reading achievement of the primary school students. The same number of control classrooms were also selected for comparison. Features of the program included increased funding for instructional materials; use of volunteers and teacher aides for…

  19. A Formative Study Investigating the Acquisition of Early Reading Skills among High School English Language Learners Beginning to Read English

    ERIC Educational Resources Information Center

    Bell, Athene Cooper

    2012-01-01

    A formative design experiment methodology was employed to investigate the acquisition of early reading skills for high school English language learners (ELLs) beginning to read English. A fundamental challenge facing high school ELLs entering schools in the United States for the first time is learning how to read. While there is considerable…

  20. Evidence-Based Early Reading Practices within a Response to Intervention System

    ERIC Educational Resources Information Center

    Bursuck, Bill; Blanks, Brooke

    2010-01-01

    Many students who experience reading failure are inappropriately placed in special education. A promising response to reducing reading failure and the overidentification of students for special education is Response to Intervention (RTI), a comprehensive early detection and prevention system that allows teachers to identify and support struggling…

  1. Differing Effects of Two Synthetic Phonics Programmes on Early Reading Development

    ERIC Educational Resources Information Center

    Shapiro, Laura R.; Solity, Jonathan

    2016-01-01

    Background: "Synthetic phonics" is the widely accepted approach for teaching reading in English: Children are taught to sound out the letters in a word then blend these sounds together. Aims: We compared the impact of two "synthetic phonics" programmes on early reading. Sample: Children received "Letters" and…

  2. Separating the influences of prereading skills on early word and nonword reading.

    PubMed

    Shapiro, Laura R; Carroll, Julia M; Solity, Jonathan E

    2013-10-01

    The essential first step for a beginning reader is to learn to match printed forms to phonological representations. For a new word, this is an effortful process where each grapheme must be translated individually (serial decoding). The role of phonological awareness in developing a decoding strategy is well known. We examined whether beginning readers recruit different skills depending on the nature of the words being read (familiar words vs. nonwords). Print knowledge, phoneme and rhyme awareness, rapid automatized naming (RAN), phonological short-term memory (STM), nonverbal reasoning, vocabulary, auditory skills, and visual attention were measured in 392 prereaders 4 and 5 years of age. Word and nonword reading were measured 9 months later. We used structural equation modeling to examine the skills-reading relationship and modeled correlations between our two reading outcomes and among all prereading skills. We found that a broad range of skills were associated with reading outcomes: early print knowledge, phonological STM, phoneme awareness and RAN. Whereas all of these skills were directly predictive of nonword reading, early print knowledge was the only direct predictor of word reading. Our findings suggest that beginning readers draw most heavily on their existing print knowledge to read familiar words. Copyright © 2013 Elsevier Inc. All rights reserved.

  3. Ocoee Junior High School's Total School Reading Program on a Shoestring.

    ERIC Educational Resources Information Center

    Hinson, Bess; Williams, Robert W.

    The total school reading program described in this booklet includes a program for remedial, developmental, and special education students. Faculty members and students not participating in this program spend one half hour a day in a silent reading program. The booklet outlines each facet of the program, lists the equipment and materials used,…

  4. Effects of a Paired Bilingual Reading Program and an English-Only Program on the Reading Performance of English Learners in Grades 1-3

    ERIC Educational Resources Information Center

    Baker, Doris Luft; Park, Yonghan; Baker, Scott K.; Basaraba, Deni Lee; Kame'enui, Edward J.; Beck, Carrie Thomas

    2012-01-01

    This longitudinal study examined the effects of a paired bilingual program and an English-only reading program on English reading outcomes for Spanish-speaking English learners (ELs) in first, second, and third grades. Participants were 214 ELs enrolled in first grade in 12 high-poverty, low-achieving schools at the beginning of the study. Results…

  5. The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia

    PubMed Central

    Mihandoost, Zeinab; Elias, Habibah

    2011-01-01

    Objective: The current research tested the differences in reading attitude and reading comprehension in the dyslexic students between the control group and the experimental group following the Barton intervention program. Methods: Dyslexia screening instrument and reading text were employed in order to identify dyslexic students. The population of the study included 138 dyslexic students studying in schools in Ilam, Iran. From this population, 64 students were randomly selected and assigned to an experimental group as well as a control group. The experimental group was taught for 36 sessions, using the Barton’s method at two levels, and ten lessons were provided to improve the reading skill. The reading comprehension and reading attitude instruments were employed for the measurement of the attitude and comprehension before and after the intervention program. Results: The analysis of covariance showed a significant difference between the control group and the experimental group following the Barton intervention program. Conclusion: This study showed that dyslexic students learned to read, and a more direct instruction related to decoding could influence their progress more than the general exposure to education. PMID:24644446

  6. A Framework for Analysis of Case Studies of Reading Lessons

    ERIC Educational Resources Information Center

    Carlisle, Joanne F.; Kelcey, Ben; Rosaen, Cheryl; Phelps, Geoffrey; Vereb, Anita

    2013-01-01

    This paper focuses on the development and study of a framework to provide direction and guidance for practicing teachers in using a web-based case studies program for professional development in early reading; the program is called Case Studies Reading Lessons (CSRL). The framework directs and guides teachers' analysis of reading instruction by…

  7. Read Today, Lead Tomorrow: How Corporate Grants, Volunteers, and Community Leadership Can Bring About Student Success. The Story of the GE Early Years Initiative.

    ERIC Educational Resources Information Center

    Burr, Tim; Tatarian, Lois

    The General Electric (GE) Early Years Initiative, a grant-funded GE Fund, GE's corporate Foundation and GE Elfun, GE's international program created by volunteer organization, has helped elementary school students improve their reading skills through the use of volunteers since 1994. This publication describes Early Years projects, provides…

  8. The Effects of the Sustained Silent Reading Program on Cultivating Students' Habits and Attitudes in Reading Books for Leisure

    ERIC Educational Resources Information Center

    Chua, Siah Poh

    2008-01-01

    The author examines the effects of the sustained silent reading program on cultivating students' habits and attitudes in reading books for leisure. The author used a time-series design and measured students' reading habits and attitudes three times in twelve months. It was expected that if the program created positive effects on cultivating…

  9. Basal Reading Programs: Development, Use, Effectiveness, Adoption, and More Useful Adoptions. Reading Education Report No. 61.

    ERIC Educational Resources Information Center

    Osborn, Jean; Stein, Marcy

    Observational studies of elementary school classrooms have indicated that basal reading programs (BRPs) influence strongly both how children are taught to read and what they read. BRPs are developed by authors working in varying degrees of involvement with the editors of educational publishing companies. Classroom observation literature and…

  10. A Survey of Reading Programs for the Institutionalized Elderly.

    ERIC Educational Resources Information Center

    Bond, Carole L.; Miller, Marilyn J.

    Noting that very few reading programs exist in nursing homes, a study surveyed the need for and content of reading services for residents of skilled and intermediate care facilities. The facilities responding to the survey represented 1,800 residents and provided information on their reading activities, available resources, special equipment,…

  11. Classroom Reading Specialist Program. Year-end Report. Volume II.

    ERIC Educational Resources Information Center

    Evans, Martha; And Others

    As the second in a four volume final report of a Right to Read preservice, competency-based modular reading specialist project, this volume presents the module outlines for components two through six of the classroom program. Component two (readiness and beginning reading) trains the students in language development, dialect differences, language…

  12. Effective Beginning Reading Programs: A Best-Evidence Synthesis

    ERIC Educational Resources Information Center

    Slavin, Robert E.; Lake, Cynthia; Chambers, Bette; Cheung, Alan; Davis, Susan

    2009-01-01

    This article systematically reviews research on the achievement outcomes of four types of approaches to improving the beginning reading success of children in kindergarten and first grade: Reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. Study inclusion criteria…

  13. Too Good to Last: The True Story of Reading First

    ERIC Educational Resources Information Center

    Stern, Sol

    2008-01-01

    This report chronicles the record of the Reading First program as a research-based approach to teaching children to read, from early successes as a strict program whose funding would be distributed to states and districts using reading curricula whose effectiveness had been validated by scientific study, to one of eased eligibility that permitted…

  14. Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension during Early and Middle Childhood

    ERIC Educational Resources Information Center

    Abbott, Robert D.; Fayol, Michel; Zorman, Michel; Casalis, Séverine; Nagy, William; Berninger, Virginia W.

    2016-01-01

    Two longitudinal studies of word reading, spelling, and reading comprehension identified commonalities and differences in morphophonemic orthographies--French (Study 1, n = 1,313) or English (Study 2, n = 114) in early childhood (Grade 2)and middle childhood (Grade 5). For French and English, statistically significant concurrent relationships…

  15. Awesome Adventures. Texas Reading Club, 1985. A Planning and Programming Handbook.

    ERIC Educational Resources Information Center

    Phelan, Jody; Otstott, Michele

    Designed to encourage Texas youth to maintain reading skill levels achieved at the end of the school year and to encourage library use during the summer months and throughout the year, the Texas Reading Club programs usually include a structured reading program and a variety of entertaining literature related storyhours, puppet shows, films, and…

  16. Evaluating the Effectiveness of READ 180: A Reading Program for Struggling Middle School Students

    ERIC Educational Resources Information Center

    Johnson, Latonya R.

    2011-01-01

    This study was conducted using a qualitative approach to evaluate the effectiveness of READ 180 Program in improving students reading interests and achievement at West Bolivar Middle School (WBMS). A number of interviews and observations were conducted. Two teachers and nine students were interviewed, and nine classroom observations were…

  17. The Influence of Student Characteristics on Early Elementary Oral Reading Fluency

    ERIC Educational Resources Information Center

    van Dijk, Wilhelmina

    2018-01-01

    Oral Reading Fluency (ORF) is a widely-used index of reading ability in early elementary grades; however, little information exists on predictive value of student characteristics on ORF scores (Wang, Algozzine, Ma, & Porfeli, 2011). A three-step sequential model was used to analyze the influence of student characteristics on scores (N = 2649)…

  18. Rec and Read Mentor Programs

    ERIC Educational Resources Information Center

    Johnson, Amy Carpenter; Halas, Joannie

    2011-01-01

    For the past six years in Winnipeg, Canada, young people from diverse Aboriginal backgrounds have been volunteering their time, energy, and talents to develop and deliver after-school physical activity, nutrition, and education programs for children in their school's neighbourhood. Known as "Rec and Read," the after-school activities are…

  19. Order in the House!: Associations among Household Chaos, the Home Literacy Environment, Maternal Reading Ability, and Children's Early Reading

    ERIC Educational Resources Information Center

    Johnson, Anna D.; Martin, Anne; Brooks-Gunn, Jeanne; Petrill, Stephen A.

    2008-01-01

    The current study examines whether associations exist between household chaos and children's early reading skills, after controlling for a comprehensive battery of home literacy environment characteristics. Our sample included 455 kindergarten and first-grade children who are enrolled in the Western Reserve Reading Project. We go on to test…

  20. Facilitating Transfer in College Reading Programs.

    ERIC Educational Resources Information Center

    Nist, Sherrie; Simpson, Michele L.

    1987-01-01

    Gives three activities--journal writing, microteaching partners, and the PLAE model (planning, listing, activating, and evaluating)--that can facilitate learner independence and transfer of efficient and effective study strategies in college developmental reading programs. (NKA)

  1. Learning to Read: A Guide to Federal Funding for Grade-Level Reading Proficiency

    ERIC Educational Resources Information Center

    Hayes, Cheryl D.; Bhat, Soumya; Connors-Tadros, Lori; Martinez, Laura

    2011-01-01

    The audience for this guide is state, local, and program leaders who want to learn more about federal funding sources that can support early literacy programs and systems reform. Funding available through federal programs can help address the underlying causes of children failing to learn to read by the end of third grade, such as limited access…

  2. Cueing Strategies and Basic Skills in Early Reading.

    ERIC Educational Resources Information Center

    Beebe, Mona J.; Bulcock, Jeffrey W.

    The extent to which cuing strategies and basic skills explanations of early reading constitute complementary approaches was examined in a study involving 94 fourth grade students. Basic skills--a unidimensional component based on measures of vocabulary development, language skills, and work-study skills--proved to be a powerful variable mediating…

  3. Supplemental Summer Literacy Instruction: Implications for Preventing Summer Reading Loss

    ERIC Educational Resources Information Center

    McDaniel, Sara C.; McLeod, Ragan; Carter, Coddy L.; Robinson, Cecil

    2017-01-01

    Summer reading loss is a prevalent problem that occurs primarily for students who are not exposed to or encouraged to read at home or in summer programs when school is out. This problem prevails among early readers from low-income backgrounds. This study provided 31 six and seven-year-old children with a structured guided reading program through…

  4. Study of Teacher Preparation in Early Reading Instruction. NCEE 2010-4036

    ERIC Educational Resources Information Center

    Salinger, Terry; Mueller, Lorin; Song, Mengli; Jin, Ying; Zmach, Courtney; Toplitz, Michele; Partridge, Mark; Bickford, Adam

    2010-01-01

    A component of the "No Child Left Behind" Act (NCLB) (PL 107-110) is its emphasis on the importance of systematic and explicit instruction in early reading using practices that are grounded in scientific research. The Reading First legislation (Title I, Part B, Subpart 1) within NCLB is designed to support state and local education…

  5. An Early Reading Intervention for an At-Risk Chinese First Grader

    ERIC Educational Resources Information Center

    Wang, Qiuying; Anderson, Richard C.

    2010-01-01

    This article describes a customized early reading intervention for a Chinese first grader at risk for failing to learn to read. Building upon observational notes, artifacts, diagnostic teaching, information about classroom performance, and a battery of tests, our goal is to provide insights into ways to develop and implement a one-on-one tutoring…

  6. A Program for Reading and Language Development. An Adopter's Guide.

    ERIC Educational Resources Information Center

    Carter, Nancy Hay

    "Project SAILS" (Symbolic and Innovative Language Systems) is a special program developed by the Portland, Oregon, public schools for training teachers to work with children who have learning and reading difficulties. Teachers are instructed in the use of the Monterey Reading and Language Programs, highly structured and highly…

  7. The Impact of Structural Barriers and Facilitators on Early Childhood Literacy Programs in Elementary Charter Schools

    ERIC Educational Resources Information Center

    Ross, Denise; Pinder, Glen; Coles-White, D'Jaris

    2015-01-01

    Elementary charter schools increasingly serve students who are at-risk for reading challenges, giving them a critical role in establishing literacy for young children. This article examines the complexities of starting early childhood literacy programs in charter schools. Specifically, the first year of K-3 literacy programs in a new and a…

  8. Knowing and Caring Toward an Effective Social Studies Reading Program.

    ERIC Educational Resources Information Center

    Hubbard, Russ

    Hundreds of suitable books are available to include in a reading program to supplement the prescribed social studies curriculum. Gordon Parks's book "The Learning Tree" reflects three criteria teachers should consider when selecting books for use in a supplementary reading program. First, the story has what one reader called "cool…

  9. Effect of Family Supported Pre-Reading Training Program Given to Children in Preschool Education Period on Reading Success in Primary School

    ERIC Educational Resources Information Center

    Buyuktaskapu, Sema

    2012-01-01

    In this study, the effect of Family Supported Pre-Reading Program developed for 6 year olds attending nursery school on children's reading success in the future was examined. In order to fulfill this aim, reading skills of 25 primary school first-grade pupils who participated Family Supported Pre-Reading Program were compared with another 25…

  10. Expanding the Boundaries of Shared Book Reading: E-Books and Printed Books in Parent-Child Reading as Support for Children's Language

    ERIC Educational Resources Information Center

    Korat, Ofra; Shamir, Adina; Heibal, Shani

    2013-01-01

    Early shared book reading activities are considered to be a promising context for supporting young children's language development. Ninety low socioeconomic status preschoolers and their mothers were randomly assigned to one of three groups: (1) e-book reading; (2) printed book reading; (3) regular kindergarten literacy program (control). Mothers…

  11. A Literacy Exercise: An Extracurricular Reading Program as an Intervention to Enrich Student Reading Habits in Qatar

    ERIC Educational Resources Information Center

    Nasser, Ramzi

    2013-01-01

    This paper evaluates an extracurricular reading activity in Qatari schools. The paper presents a two-month extracurricular reading program designed for fourth grade students. The methodology used triangulation of the data to analyze, in detail, the students' primary perceptions towards reading, teacher self-efficacy, teacher instructional behavior…

  12. Tactile Sensitivity and Braille Reading in People with Early Blindness and Late Blindness

    ERIC Educational Resources Information Center

    Oshima, Kensuke; Arai, Tetsuya; Ichihara, Shigeru; Nakano, Yasushi

    2014-01-01

    Introduction: The inability to read quickly can be a disadvantage throughout life. This study focused on the associations of braille reading fluency and individual factors, such as the age at onset of blindness and number of years reading braille, and the tactile sensitivity of people with early and late blindness. The relationship between reading…

  13. A Mixed-Methods Study: Motivational Aspects of a Summer Reading Program for Young Adolescents with Low Reading Achievement

    ERIC Educational Resources Information Center

    Strahler, Brianna R.

    2013-01-01

    Throughout the United States, school districts are integrating programs into their reading curricula in response to an increased focus on reading achievement. While many school districts are implementing successful remedial and after-school programs, their approach does not include providing literacy instruction for students during summer…

  14. Flash Memory Reliability: Read, Program, and Erase Latency Versus Endurance Cycling

    NASA Technical Reports Server (NTRS)

    Heidecker, Jason

    2010-01-01

    This report documents the efforts and results of the fiscal year (FY) 2010 NASA Electronic Parts and Packaging Program (NEPP) task for nonvolatile memory (NVM) reliability. This year's focus was to measure latency (read, program, and erase) of NAND Flash memories and determine how these parameters drift with erase/program/read endurance cycling.

  15. Books and Pets: Our Friends for Life! Arizona Reading Program Manual.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Library, Archives and Public Records, Phoenix.

    This reading program manual delineates the "Books and Pets" program, a project of Arizona Reads, which is a collaboration between the Arizona Humanities Council and the Arizona State Library, Archives, and Public Records. A CD-ROM version of the program accompanies the manual. The manual is divided into the following parts: Introduction;…

  16. Reading Recovery[R]. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2007

    2007-01-01

    "Reading Recovery"[R] is a short-term tutoring intervention program intended to serve the lowest achieving (bottom 20%) first-grade students. Students are chosen for "Reading Recovery"[R] by school staff, and selection is based on prior reading achievement, diagnostic testing (the Clay Observation Survey of Early Literacy Achievement), and teacher…

  17. Phonological and Non-Phonological Language Skills as Predictors of Early Reading Performance

    ERIC Educational Resources Information Center

    Batson-Magnuson, LuAnn

    2010-01-01

    Accurate prediction of early childhood reading performance could help identify at-risk students, aid in the development of evidence-based intervention strategies, and further our theoretical understanding of reading development. This study assessed the validity of the Developmental Indicator for the Assessment of Learning (DIAL) language-based…

  18. Early home literacy and adolescents’ online reading behavior in comparative perspective

    PubMed Central

    Notten, Natascha; Becker, Birgit

    2017-01-01

    Online reading behavior can be regarded as a ‘new’ form of cultural capital in today’s digital world. However, it is unclear whether ‘traditional’ mechanisms of cultural and social reproduction are also found in this domain, and whether they manifest uniformly across countries at different stages of development. This article analyzes whether the early home literacy environment has an impact on informational online reading behavior among adolescents and whether this association varies between countries with different levels of digitalization and educational expansion. Data from the 2009 Programme for International Student Assessment (PISA) were used for the empirical analyses. The results of regression models with country-fixed effects indicate a positive association between literacy activities in early childhood and informational online reading at age 15. This association was quite stable across countries. These findings are discussed in light of cultural and social reproduction theory and digital divide research. PMID:29276306

  19. Effects of an iPad-Based Early Reading Intervention with Students with Complex Needs

    ERIC Educational Resources Information Center

    Lucas, Kristin Goodwin

    2015-01-01

    Early reading literacy is foundational to all other academic learning. It is imperative that elementary students with and without disabilities be provided with evidence-based reading instruction. Elementary students with developmental disabilities (DD) and complex communication needs (CCN) benefit from evidence-based reading instruction that…

  20. A Long Road to Recovery: Healing an Ailing Reading Program

    ERIC Educational Resources Information Center

    Welsh, Kimberly

    2014-01-01

    This one-year exploratory case study attempted to discern which adjustments in culture, physical classroom environment, and instruction were needed to improve reading instruction in ailing K-2 classrooms at Lion Elementary School. A holistic approach was created to diagnose the problem surrounding poor early reading achievement. After proper…

  1. Impact of Intensive Summer Reading Intervention for Children with Reading Disabilities and Difficulties in Early Elementary School

    ERIC Educational Resources Information Center

    Christodoulou, Joanna A.; Cyr, Abigail; Murtagh, Jack; Chang, Patricia; Lin, Jiayi; Guarino, Anthony J.; Hook, Pamela; Gabrieli, John D. E.

    2017-01-01

    Efficacy of an intensive reading intervention implemented during the nonacademic summer was evaluated in children with reading disabilities or difficulties (RD). Students (ages 6-9) were randomly assigned to receive Lindamood-Bell's "Seeing Stars" program (n = 23) as an intervention or to a waiting-list control group (n = 24). Analysis…

  2. Pilot Study Evaluating the Impact of Dialogic Reading and Shared Reading at Transition to Primary School: Early Literacy Skills and Parental Attitudes

    ERIC Educational Resources Information Center

    Pillinger, Claire; Wood, Clare

    2014-01-01

    Previous studies have demonstrated the positive impact of shared reading (SR) and dialogic reading (DR) on young children's language and literacy development. This exploratory study compared the relative impact of parental DR and shared reading interventions on 4-year-old children's early literacy skills and parental attitudes to reading…

  3. Go For the Gold...Read! Louisiana Summer Reading Program, 1996.

    ERIC Educational Resources Information Center

    White, Dorothy J., Ed.

    A manual for the 1996 Louisiana Summer Reading Program is presented in five sections with an Olympic and sports-related theme and illustrations. An evaluation form, a 1996 monthly calendar, and clip art images are provided. The first section covers promotion and publicity, and contains facts about the Olympics, promotion ideas, and sample news…

  4. Outer Space...Calling All Readers. 1991 Summer Reading Program Manual.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Cultural Resources, Raleigh. Div. of State Library.

    This manual provides guidelines and materials for librarians planning a summer reading program for children in North Carolina on the theme of outer space. An evaluation form to be returned to the State Library of North Carolina at the end of the summer is included. The introduction includes discussions of summer reading materials and programs;…

  5. Impact Evaluation of the Minnesota Reading Corps K-3 Program

    ERIC Educational Resources Information Center

    Markovitz, Carrie E.; Hernandez, Marc W.; Hedberg, Eric C.; Silberglitt, Benjamin

    2014-01-01

    Minnesota Reading Corps (MRC) is the largest AmeriCorps State program in the country. The goal of MRC is to ensure that students become successful readers and meet reading proficiency targets by the end of the third grade. To meet this goal, the MRC program, and its host organization, ServeMinnesota Action Network, recruit, train, place and…

  6. A Computer Assisted Reading Program, Targeting Struggling Readers in a Title I Elementary School: A Program Evaluation

    ERIC Educational Resources Information Center

    Roy, Jon F.

    2016-01-01

    This study examined the effectiveness of READ 180, a computer based reading intervention on Lexile reading levels, Standardized Test of Reading Achievement (STAR) score, and attendance rates students in grades 3-5 who participated in the READ 180 program. The study compared the Scholastic Reading Inventory (SRI) scores of each group administered…

  7. Process Assessment: Minnesota Reading Corps PreK Program

    ERIC Educational Resources Information Center

    Diaconis, Athena; Estrera, Elc; Hafford, Carol; Hernandez, Marc; Markovitz, Carrie; Muyskens, Paul

    2015-01-01

    Minnesota Reading Corps is the largest AmeriCorps State program in the country. Its mission is to help every Minnesota child become a proficient reader by the end of third grade. To meet this goal, the Minnesota Reading Corps and its host organization, ServeMinnesota Action Network, engages a diverse group of AmeriCorps members to provide…

  8. Improving Reading Comprehension Skills through the SCRATCH Program

    ERIC Educational Resources Information Center

    Papatga, Erdal; Ersoy, Ali

    2016-01-01

    The aim of this study was to reveal how reading comprehension skills of elementary fourth graders who have problems in reading comprehension can be improved by means of the SCRATCH program. The study was designed as a participant action research. It was carried out within a 15- week process at an elementary school with middle socio-economic level…

  9. The Impact of Accelerated Reader (AR) Program on Students' MCT Reading Scores

    ERIC Educational Resources Information Center

    Brown, Kenyartic LeWon

    2010-01-01

    This study was needed to determine if the Accelerated Reader (AR) program made a positive impact in schools, which were attempting to increase student achievement in reading. The purpose of this study was to determine if students who received reading instruction supplemented with the AR Program achieved higher reading scores as measured by the…

  10. Resources for Math and Reading Tutoring Programs.

    ERIC Educational Resources Information Center

    Corporation for National Service, Washington, DC.

    This updated and expanded resource on the mathematics and reading tutoring programs list of national service and Federal Work-Study tutoring programs includes publications, videos, and Web sites that have been developed by the Corporation for National Service or the U.S. Department of Education and their partners in support of work in literacy,…

  11. Annotated Bibliography of Computer Software for Teaching Early Reading and Spelling. Project RIMES 2000.

    ERIC Educational Resources Information Center

    Rhein, Deborah; Alibrandi, Mary; Lyons, Mary; Sammons, Janice; Doyle, Luther

    This bibliography, developed by Project RIMES (Reading Instructional Methods of Efficacy with Students) lists 80 software packages for teaching early reading and spelling to students at risk for reading and spelling failure. The software packages are presented alphabetically by title. Entries usually include a grade level indicator, a brief…

  12. The Effects of a Summer Reading Program Using Simultaneous Multisensory Instruction of Language Arts on Reading Proficiency

    ERIC Educational Resources Information Center

    Magpuri-Lavell, Theresa; Paige, David; Williams, Rosemary; Akins, Kristia; Cameron, Molly

    2014-01-01

    The present study examined the impact of the Simultaneous Multisensory Institute for Language Arts (SMILA) approach on the reading proficiency of 39 students between the ages of 7-11 participating in a summer reading program. The summer reading clinic draws students from the surrounding community which is located in a large urban district in the…

  13. Graduate Programs and Faculty in Reading. Third Edition.

    ERIC Educational Resources Information Center

    Seifert, Mary, Comp.

    More than 300 graduate reading programs in the United States and Canada are listed in this book. The programs are arranged alphabetically by state, with Canadian institutions listed separately. The programs within each state or province are then arranged alphabetically by institution. Each listing provides the name and address of the program…

  14. Early Literacy Measures for Improving Student Reading Achievement: Translating Research into Practice

    ERIC Educational Resources Information Center

    Marston, Doug; Pickart, Mary; Reschly, Amy; Heistad, David; Muyskens, Paul; Tindal, Gerald

    2007-01-01

    The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy…

  15. Developmental Reading and Nursing Program Partnerships: Helping Students Succeed in Reading-Intensive Coursework

    ERIC Educational Resources Information Center

    Costanzo, Ryan D.; Fitzpatrick, Amanda

    2012-01-01

    While clinical competence and hands-on ability are crucial to nursing, students in college-based nursing programs face almost certain failure if they lack skills and strategies for textbook reading. Faculty and staff at a small liberal arts college with a two-year nursing program used focus groups consisting of first-semester and final-semester…

  16. Early Career Teachers' Self-Efficacy for Balanced Reading Instruction

    ERIC Educational Resources Information Center

    Hastings, Petra

    2012-01-01

    According to Bandura (1986; 1997), perceptions of efficacy are based on four sources: enactive attainment; vicarious experience; physiological and emotional states; and verbal persuasion. The factors affecting Early Career Teachers' self-efficacy for reading instruction are closely related to these four sources. It is not difficult to imagine an…

  17. Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia

    PubMed Central

    Ozernov-Palchik, Ola; Gaab, Nadine

    2016-01-01

    Developmental dyslexia is an unexplained inability to acquire accurate or fluent reading that affects approximately 5–17% of children. Dyslexia is associated with structural and functional alterations in various brain regions that support reading. Neuroimaging studies in infants and pre-reading children suggest that these alterations predate reading instruction and reading failure, supporting the hypothesis that variant function in dyslexia susceptibility genes lead to atypical neural migration and/or axonal growth during early, most likely in utero, brain development. Yet, dyslexia is typically not diagnosed until a child has failed to learn to read as expected (usually in second grade or later). There is emerging evidence that neuroimaging measures, when combined with key behavioral measures, can enhance the accuracy of identification of dyslexia risk in prereading children but its sensitivity, specificity, and cost-efficiency is still unclear. Early identification of dyslexia risk carries important implications for dyslexia remediation and the amelioration of the psychosocial consequences commonly associated with reading failure. PMID:26836227

  18. Reading, Pa.: Programming for the Future.

    ERIC Educational Resources Information Center

    Burns, Red; Elton, Lynne

    1978-01-01

    Describes the community takeover of the Berks Community Television, an experiment in interactive cable television for delivery of social services to senior citizens in Reading (Pennsylvania). Programing and production involve the community at locations such as neighborhood centers, City Hall, County Court House, and other sites. (JMF)

  19. National Survey of Reading Programs for Incarcerated Juvenile Offenders.

    ERIC Educational Resources Information Center

    Brunner, Michael S.

    A survey was undertaken to provide a profile of current reading programs in juvenile correctional facilities. Data were gathered to determine whether "illiterates" exist in the juvenile correctional facilities; if oral comprehension is better than reading comprehension; what approaches and strategies are used for teaching word…

  20. ‘Herbals she peruseth’: reading medicine in early modern England

    PubMed Central

    Leong, Elaine

    2014-01-01

    In 1631, Richard Brathwaite penned a conduct manual for ‘English Gentlewomen’. In Brathwaite's mind, the ideal English gentlewoman was not only chaste, modest and honourable but also an avid reader. In fact, Brathwaite specifically recommends English gentlewomen to first peruse herbals and then to deepen their medical knowledge via conference. Centred on the manuscript notebooks of two late seventeenth-century women, Margaret Boscawen (d. 1688) and Elizabeth Freke (1642–1714), this article explores women and ‘medical reading’ in early modern England. It first demonstrates that whilst both women consulted herbals by contemporary authors such as John Gerard and Nicholas Culpeper, their modes of reading could not be more different. Where Freke ruminated, digested and abstracted from Gerard's large tome, Boscawen made practical lists from Culpeper's The English Physitian. Secondly, the article shows that both supplemented their herbal reading with a range of other vernacular medical texts including printed medical recipe books, contemporary pharmacopoeia and surgical handbooks. Early modern English women's medical reading, I argue, was nuanced, sophisticated and diverse. Furthermore, I contend that well-informed readers like Boscawen and Freke made smart medical consumers and formidable negotiators in their medical encounters. PMID:25821333

  1. Health Sciences Library Support of a University Common Reading Program: A Case Study.

    PubMed

    Delwiche, Frances A

    2017-01-01

    Common reading programs have become increasingly popular on college and university campuses as a means for increasing student engagement, retention, and success. This article describes the characteristics, goals, and benefits of common reading programs and provides examples from the literature of academic library involvement in them. Finally, an example is provided of how one academic health sciences library participated in its institution's First-Year Summer Reading program.

  2. Long-Term Outcome of the Early Identification and Intervention of Reading Disabilities

    ERIC Educational Resources Information Center

    Partanen, Marita; Siegel, Linda S.

    2014-01-01

    This study examined the longitudinal effects of an early literacy intervention in Kindergarten. A group of children completed reading and cognitive measures between Kindergarten (5-6 years old) and Grade 7 (12-13 years old). Our results showed that 22% of children were identified as at-risk for reading deficits in Kindergarten, but only 6% of…

  3. A Randomized Evaluation of the Success for All Middle School Reading Program

    ERIC Educational Resources Information Center

    Chamberlain, Anne; Daniels, Cecelia; Madden, Nancy A.; Slavin, Robert E.

    2007-01-01

    This article describes a randomized evaluation of The Reading Edge, a reading program for middle school students. The Reading Edge was designed to integrate findings of research on cooperative learning and metacognitive reading strategies into a replicable reading instructional package that could be implemented effectively in Title I middle…

  4. Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities.

    PubMed

    Vadasy, P F; Jenkins, J R; Pool, K

    2000-01-01

    This study examined the effectiveness of nonprofessional tutors in a phonologically based reading treatment similar to those in which successful reading outcomes have been demonstrated. Participants were 23 first graders at risk for learning disability who received intensive one-to-one tutoring from noncertified tutors for 30 minutes, 4 days a week, for one school year. Tutoring included instruction in phonological skills, letter-sound correspondence, explicit decoding, rime analysis, writing, spelling, and reading phonetically controlled text. At year end, tutored students significantly outperformed untutored control students on measures of reading, spelling, and decoding. Effect sizes ranged from .42 to 1.24. Treatment effects diminished at follow-up at the end of second grade, although tutored students continued to significantly outperform untutored students in decoding and spelling. Findings suggest that phonologically based reading instruction for first graders at risk for learning disability can be delivered by nonteacher tutors. Our discussion addresses the character of reading outcomes associated with tutoring, individual differences in response to treatment, and the infrastructure required for nonprofessional tutoring programs.

  5. Early Intervention for Reading Difficulties: The Interactive Strategies Approach

    ERIC Educational Resources Information Center

    Scanlon, Donna M.; Anderson, Kimberly L.; Sweeney, Joan M.

    2010-01-01

    This book presents a research-supported framework for early literacy instruction that aligns with multi-tiered response-to-intervention (RTI) models. The book focuses on giving teachers a better understanding of literacy development and how to effectively support children as they begin to read and write. The authors' interactive strategies…

  6. What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?

    PubMed

    Yeung, Pui-Sze; Ho, Connie Suk-Han; Chan, David Wai-Ock; Chung, Kevin Kien-Hoa

    2014-05-01

    To identify the indicators of persistent reading difficulties among Chinese readers in early elementary grades, the performance of three groups of Chinese children with different reading trajectories ('persistent poor word readers', 'improved poor word readers' and 'skilled word readers') in reading-related measures was analysed in a 3-year longitudinal study. The three groups were classified according to their performance in a standardized Chinese word reading test in Grade 1 and Grade 4. Results of analysis of variance and logistic regression on the reading-related measures revealed that rapid naming and syntactic skills were important indicators of early word reading difficulty. Syntactic skills and morphological awareness were possible markers of persistent reading problems. Chinese persistent poor readers did not differ significantly from skilled readers on the measures of phonological skills. Copyright © 2014 John Wiley & Sons, Ltd.

  7. Handbook for a Self-Programmed Reading Diagnostic/Remediation Approach.

    ERIC Educational Resources Information Center

    Anderson, Gordon S.

    Intended to help reading teachers develop and demonstrate mastery of diagnostic or remediation skills prior to or with application in a real classroom, this handbook provides simulated materials for use within a course or staff development program to supplement lectures, discussions, readings, demonstrations, and films. Following an introduction,…

  8. Impact of a weekly reading program on orthopedic surgery residents' in-training examination.

    PubMed

    Weglein, Daniel G; Gugala, Zbigniew; Simpson, Suzanne; Lindsey, Ronald W

    2015-05-01

    In response to a decline in individual residents' performance and overall program performance on the Orthopaedic In-Training Examination (OITE), the authors' department initiated a daily literature reading program coupled with weekly tests on the assigned material. The goal of this study was to assess the effect of the reading program on individual residents' scores and the training program's OITE scores. The reading program consisted of daily review articles from the Journal of the American Academy of Orthopaedic Surgeons, followed by a weekly written examination consisting of multiple-choice or fill-in-the-blank questions. All articles were selected and all questions were written by the departmental chair. A questionnaire was given to assess residents' perceptions of the weekly tests. As a result of implementing the reading program for a 10-month period, residents' subsequent performance on the OITE significantly improved (mean score increase, 4, P<.0001; percentile score increase, 11, P=.0007). The difference in mean score was significant for residents in postgraduate years 3, 4, and 5. A statistically significant correlation was found between weekly test scores and performance on the OITE, with a significant correlation between weekly test scores and OITE percentile ranking. The study results also showed a positive correlation between reading test attendance and weekly test scores. Residents' anonymous questionnaire responses also demonstrated the reading program to be a valuable addition to the residency training curriculum. In conclusion, the study strongly supports the benefits of a weekly reading and examination program in enhancing the core knowledge of orthopedic surgery residents. Copyright 2015, SLACK Incorporated.

  9. Getting Preschoolers Ready To Read and Write.

    ERIC Educational Resources Information Center

    Keith, Lori; Morrison, George S.; Brown, Karon

    2002-01-01

    Discusses the increased literacy emphasis in schools and how early childhood programs can provide an enriched literacy environment. Defines and provides suggestions for activities related to basic literacy concepts: listening comprehension, phonological awareness, reading motivation, written expression, letter and early word recognition, and…

  10. Early reading performance: a comparison of teacher-based and test-based assessments.

    PubMed

    Kenny, D T; Chekaluk, E

    1993-04-01

    An unresolved question in early screening is whether test-based or teacher-based assessments should form the basis of the classification of children at risk of educational failure. Available structured teacher rating scales are lacking in predictive validity, and teacher predictions of students likely to experience reading difficulties have yielded disappointing true positive rates, with teachers failing to identify the majority of severely disabled readers. For this study, three educational screening instruments were developed: (a) a single teacher rating, categorizing children into three levels of reading ability (advanced, average, poor); (b) a 15-item teacher questionnaire designed to measure students' cognitive and language ability, attentional and behavioral characteristics, and academic performance; and (c) a battery of language and reading tests that are predictive of, or correlate with, reading failure. The concurrent validity of each instrument was assessed in a sample of 312 Australian schoolchildren from kindergarten, Year 1, and Year 2. Students were assessed at the end of the 1989 school year after having completed 1, 2, or 3 years of schooling. The results suggest that the nature of the skills required for success in reading changes in the first 3 years of schooling. Both teachers and tests concur more closely as children progress through the elementary years and as the risk behavior (reading) becomes more accessible to direct measurement. Carefully focused teacher rating scales may be a cost-effective means of identifying children at risk of reading failure. Improved teacher rating scales should be developed and used to assist in the early screening process.

  11. Effects of the Wisconsin Reading Design Comprehension Program on Reading Achievement and Self-Concept of Sixth Grade Students.

    ERIC Educational Resources Information Center

    Negley, Sandra Anne

    The main purpose of this study was to determine and describe the effects of the comprehension component of the criterion-referenced reading program, Wisconsin Design for Reading Skills Development (WDRSD), on reading achievement and self-concept of sixth-grade students. Parametric techniques were employed in a quasi-experimental study involving 44…

  12. Effects of the Helping Early Literacy with Practice Strategies (HELPS) on Reading Fluency with Secondary Level Students Attending an Alternative Education Program

    ERIC Educational Resources Information Center

    Breault, Holly

    2017-01-01

    The purpose of this study was to investigate the effect of the HELPS Program on the reading fluency skills of secondary level students attending an alternative education program using single case design methodology. Participants in this study included one 8th grade student and two 9th grade students attending an alternative education program in…

  13. A Tension between Theory and Practice: Shared Reading Program

    ERIC Educational Resources Information Center

    Ong, Justina

    2014-01-01

    This study had two main aims: first, to offer a descriptive account of shared reading program using an evaluative lens and second, to examine whether teachers' perceptions of the importance of phonological awareness, word decoding, and text comprehension in helping young learners develop their reading abilities were indeed emphasized during…

  14. Classroom Reading Specialist Program. Year-end Report. Volume III.

    ERIC Educational Resources Information Center

    Earle, Richard; And Others

    As the third in a four volume final report of a Right to Read preservice competency-based, modular reading specialist project, this volume presents the module outlines for components seven, eight and nine of the classroom program. Component seven, administration and supervision, offers on-the-job practical training where students experience…

  15. The skills related to the early reading acquisition in Spain and Peru

    PubMed Central

    Ávila, Vicenta; Martínez, Tomás; Ysla, Liz

    2018-01-01

    This paper deals with the skills related to the early reading acquisition in two countries that share language. Traditionally on reading readiness research there is a great interest to find out what factors affect early reading ability, but differ from other academic skills that affect general school learnings. Furthermore, it is also known how the influence of pre-reading variables in two countries with the same language, affect the development of the reading. On the other hand, several studies have examined what skills are related to reading readiness (phonological awareness, alphabetic awareness, naming speed, linguistic skills, metalinguistic knowledge and basic cognitive processes), but there are no studies showing whether countries can also influence the development of these skills.Our main objective in this study was to establish whether there were differences in the degree of acquisition of these skills between Spanish (119 children) and Peruvian (128 children), five years old children assessed in their own countries and after controlling Economic, Social and Cultural Status (ESCS). The results show that there are significant differences in the degree of acquisition of these skills between these two samples. It's especially relevant, in these results, that the main predictor in a regression study was the country of origin, explaining a higher percentage of variance than other variables such as age differences, in months, or gender. These findings corroborate the results obtained in other studies with migrant population. PMID:29505592

  16. Impact Evaluation: Minnesota Reading Corps K-3 Program. Appendices

    ERIC Educational Resources Information Center

    Markovitz, Carrie E.; Hernandez, Marc W.; Hedberg, Eric C.; Silberglitt, Benjamin

    2014-01-01

    Minnesota Reading Corps (MRC) is the largest AmeriCorps State program in the country. The goal of MRC is to ensure that students become successful readers and meet reading proficiency targets by the end of the third grade. Starting in 2011, the "Corporation for National and Community Service" (CNCS) sponsored a randomized controlled…

  17. A Compensatory Reading Program for the Community Junior College.

    ERIC Educational Resources Information Center

    Weiss, Lucile S.

    The purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level of underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses.…

  18. Relations between Early Reading and Writing Skills among Spanish-Speaking Language Minority Children

    ERIC Educational Resources Information Center

    Goodrich, J. Marc; Farrington, Amber L.; Lonigan, Christopher J.

    2016-01-01

    Although there is a growing body of literature on the development of reading skills of Spanish-speaking language minority children, little research has focused on the development of writing skills in this population. This study evaluated whether children's Spanish early reading skills (i.e., print knowledge, phonological awareness, oral language)…

  19. The Effect of Dialogic Reading on Early Literacy Outcomes for Children with Autism Spectrum Disorders

    ERIC Educational Resources Information Center

    Pamparo, Veronica

    2012-01-01

    The incorporation of dialogic reading techniques in adult-child book reading has been effective in improving early literacy skills in children with language delays and those from at-risk populations. There is, however, limited research that examines the potential utility of dialogic reading strategies for children with disabilities such as Autism…

  20. Reading Fluency through Alternative Text: Rereading with an Interact Sing-to-Read Program Embedded within a Middle School Music Classroom

    ERIC Educational Resources Information Center

    Biggs, Marie C.; Watkins, Nancy A.

    2008-01-01

    Singing exaggerates the language of reading. The students find their voices in the rhythm and bounce of language by using music as an alternative technological approach to reading. A concurrent mixed methods study was conducted to investigate the use of an interactive sing-to-read program Tune Into Reading (Electronic Learning Products, 2006)…

  1. Assessing the Content and Quality of Commercially Available Reading Software Programs: Do They Have the Fundamental Structures to Promote the Development of Early Reading Skills in Children?

    ERIC Educational Resources Information Center

    Grant, Amy; Wood, Eileen; Gottardo, Alexandra; Evans, Mary Ann; Phillips, Linda; Savage, Robert

    2012-01-01

    The current study developed a taxonomy of reading skills and compared this taxonomy with skills being trained in 30 commercially available software programs designed to teach emergent literacy or literacy-specific skills for children in preschool, kindergarten, and Grade 1. Outcomes suggest that, although some skills are being trained in a…

  2. Outcome Evaluation: Minnesota Reading Corps PreK Program. Appendices

    ERIC Educational Resources Information Center

    Markovitz, Carrie E.; Hernandez, Marc W.; Hedberg, Eric C.; Silberglitt, Benjamin

    2015-01-01

    Minnesota Reading Corps is the largest AmeriCorps State program in the country. Its mission is to help every Minnesota child become a proficient reader by the end of third grade. To meet this goal, the Minnesota Reading Corps and its host organization, ServeMinnesota Action Network, engages a diverse group of AmeriCorps members to provide…

  3. The Miami Linguistic Reading Program, 1965-1968. Report.

    ERIC Educational Resources Information Center

    Digneo, Ellen Hartnett, Ed.; Shaya, Tila, Ed.

    Information related to the implementation of the Miami Linguistic Reading Program for Spanish-speaking and American Indian children in 6 New Mexico school systems is presented. School systems utilizing and reporting on the program are: (1) the West Las Vegas School System; (2) Anton Chico Elementary School in Santa Rosa; (3) Pojoaque Valley…

  4. The American Reading Council's Educational Programs for Families.

    ERIC Educational Resources Information Center

    American Reading Council, New York, NY.

    A family education program based principally upon reading is outlined in this paper. Following a discussion of the program's background and of proposals for its expansion, the paper describes booklets used in a campaign designed to help parents understand their role in their children's education. The following section outlines new methods of book…

  5. Teachers' Perspectives of Ways to Improve an Elementary School's Supplemental Reading Program

    ERIC Educational Resources Information Center

    Clayton, JoAnn M.

    2012-01-01

    To improve students' reading abilities, an elementary school staff decided to supplement the regular curriculum with a free Internet reading program. To promote student participation in the supplemental program, the media specialist designed the Gumball Reading Program, which included student requirements and rewards. The requirements…

  6. Animal Assisted Therapy and the Reading Education Assistance Dogs[RTM] (R.E.A.D.) Program as Perceived by Volunteer R.E.A.D. Facilitators: A National Study

    ERIC Educational Resources Information Center

    Swift, Catherine Hayes

    2009-01-01

    This study investigated the demographics and perceptions of participants who utilize animals in academic programs, specifically the volunteers who use dogs to work with at-risk children in reading programs. It presented an argument for incorporating research-supported elements of reading tutor skills into the volunteer tutor training for the…

  7. Developmental Versus Remedial: Does a Confusion of Terms Exist in Higher Education Reading Programs?

    ERIC Educational Resources Information Center

    Nist, Sherrie L.

    1985-01-01

    Examines the differences between remedial and developmental reading programs and their places in higher education. Finds a consistency among definitions of remedial reading but no clear consensus for developmental reading. Sees a clear delineation between remedial and developmental students. Offers guidelines for programs and instruction…

  8. The Effectiveness of SRA Corrective Reading and SRA Connecting Math Programs as Reading and Math Intervention Programs for Students with Disabilities

    ERIC Educational Resources Information Center

    Guinn, Toby Ready

    2009-01-01

    The purpose of this study was to evaluate the effectiveness of the SRA Corrective Reading and SRA Connecting Math Intervention Programs when used as a scripted intervention program with identified students with disabilities and was evaluated to determine whether the effectiveness was affected by the student's gender or academic skill proficiency.…

  9. A Computer Program for Training Eccentric Reading in Persons with Central Scotoma

    ERIC Educational Resources Information Center

    Kasten, Erich; Haschke, Peggy; Meinhold, Ulrike; Oertel-Verweyen, Petra

    2010-01-01

    This article explores the effectiveness of a computer program--Xcentric viewing--for training eccentric reading in persons with central scotoma. The authors conducted a small study to investigate whether this program increases the reading capacities of individuals with age-related macular degeneration (AMD). Instead of a control group, they…

  10. The Impact of Early Classroom Inattention on Phonological Processing and Word-Reading Development.

    PubMed

    Dittman, Cassandra K

    2016-08-01

    The present study investigated the longitudinal relationships between inattention, phonological processing and word reading across the first 2 years of formal reading instruction. In all, 136 school entrants were administered measures of letter knowledge, phonological awareness, phonological memory, rapid naming, and word reading at the start and end of their 1st year of school, and the end of their 2nd year, while teachers completed rating scales of inattention. School entry inattentiveness predicted unique variance in word reading at the end of first grade, after controlling for verbal ability, letter knowledge, and phonological processing. End-of-first-grade inattention predicted a small but significant amount of unique variance in second-grade word reading and word-reading efficiency. Inattention, however, was not a reliable predictor of phonological processing in either first or second grade. Early classroom inattentiveness influences learning to read independent of critical developmental precursors of word-reading development. © The Author(s) 2013.

  11. An Evaluation of the Pittsburgh Reading is FUNdamental Program.

    ERIC Educational Resources Information Center

    Boldovici, John A.; And Others

    A study of one of the model "Reading is FUNdamental" (RIF) programs located in Pittsburgh, Pennsylvania, was made to determine the success of the program and to formulate suggestions for changes. RIF is a program in which free or inexpensive books are made available in a community through schools, libraries, and other local organizations…

  12. The Ecology of Early Reading Development for Children in Poverty

    ERIC Educational Resources Information Center

    Kainz, Kirsten; Vernon-Feagans, Lynne

    2007-01-01

    In this study we investigated reading development from kindergarten to third grade for 1,913 economically disadvantaged children from the Early Childhood Longitudinal Study-Kindergarten Cohort. Characteristics of the child, the family, classroom instruction, and school composition were used to model influences from multiple levels of children's…

  13. Development of an Evidence-Based Reading Fluency Program for Adult Literacy Learners

    ERIC Educational Resources Information Center

    Shore, Jane; Sabatini, John; Lentini, Jennifer; Holtzman, Steven; McNeil, Adjua

    2015-01-01

    Fluency is an essential part of skilled reading that has only recently begun to receive its deserved attention. However, programs that meaningfully engage adult learners in fluency training have not been widely explored in research. In this article, the authors describe an evidence-based adult Guided Repeated Reading program developed for…

  14. Camp Verde Adult Reading Program. Final Performance Report.

    ERIC Educational Resources Information Center

    Maynard, David A.

    This document begins with a four-page performance report describing how the Camp Verde Adult Reading Program site was relocated to the Community Center Complex, and the Town Council contracted directly with the Friends of the Camp Verde Library to provide for the requirements of the program. The U.S. Department of Education grant allowed the…

  15. Reading/Writing and Mathematics Instruction. CIPP Planning/Evaluation Report 95-018. Focus on Program Evaluation.

    ERIC Educational Resources Information Center

    Des Moines Public Schools, IA. Dept. of Information Management.

    The Chapter 1 reading, writing, and mathematics instruction programs of the Des Moines (Iowa) public schools were evaluated for the 1993-94 school year. These programs provided supplemental instruction for about 2,968 students in 1993-94 through six components: (1) schoolwide projects; (2) the Reading Recovery Program; (3) the Reading/Writing Lab…

  16. An evaluation of the nursing success program: reading comprehension, graduation rates, and diversity.

    PubMed

    Symes, Lene; Tart, Kathryn; Travis, Lucille

    2005-01-01

    The Nursing Success Program was developed to enhance retention of baccalaureate nursing students. Reading comprehension scores are used to identify students who are at risk for failure and direct them into the retention program that addresses their skill deficits. To evaluate the program, the authors assessed reading comprehension, graduation rates, and ethnic diversity.

  17. Efficient radiologic reading environment by using an open-source macro program as connection software.

    PubMed

    Lee, Young Han

    2012-01-01

    The objectives are (1) to introduce an easy open-source macro program as connection software and (2) to illustrate the practical usages in radiologic reading environment by simulating the radiologic reading process. The simulation is a set of radiologic reading process to do a practical task in the radiologic reading room. The principal processes are: (1) to view radiologic images on the Picture Archiving and Communicating System (PACS), (2) to connect the HIS/EMR (Hospital Information System/Electronic Medical Record) system, (3) to make an automatic radiologic reporting system, and (4) to record and recall information of interesting cases. This simulation environment was designed by using open-source macro program as connection software. The simulation performed well on the Window-based PACS workstation. Radiologists practiced the steps of the simulation comfortably by utilizing the macro-powered radiologic environment. This macro program could automate several manual cumbersome steps in the radiologic reading process. This program successfully acts as connection software for the PACS software, EMR/HIS, spreadsheet, and other various input devices in the radiologic reading environment. A user-friendly efficient radiologic reading environment could be established by utilizing open-source macro program as connection software. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

  18. KEEP Reading Research: 1972-1975. Technical Report No. 57.

    ERIC Educational Resources Information Center

    Au, Kathryn H.

    This report presents a summary of reading research conducted by the Kamehameha Early Education Program (KEEP) during 1972-75. Research was conducted in four areas: student industriousness, reading readiness, teaching of sound-symbol relationships, and language (especially dialect interference). With regard to industriousness, it was found that…

  19. Getting Ready Right from the Start. Effective Early Literacy Interventions.

    ERIC Educational Resources Information Center

    Hiebert, Elfrieda H., Ed.; Taylor, Barbara M., Ed.

    Presenting descriptions of seven successful emergent literacy programs, this book demonstrates that early literacy intervention programs with a focus on accelerated learning and on authentic reading and writing tasks can prevent many first-grade children from failing to learn to read. Programs described in the book focus on story book reading and…

  20. Language-Through-Literature; A Literary Language/Language Arts Program for Bilingual Education, ESL and Other Activities in Early Childhood. Books 1 and 2.

    ERIC Educational Resources Information Center

    King, Paul; King, Eva

    This language-through-literature program is designed to be used as a native language program (language arts/reading readiness), as a second language program, or as a combined native and second language program in early childhood education. Sequentially developed over the year and within each unit, the program is subdivided into 14 units of about…

  1. The Bidirectional Effects of Early Poverty on Children's Reading and Home Environment Scores: Associations and Ethnic Differences

    ERIC Educational Resources Information Center

    Lee, Kyunghee

    2009-01-01

    Using data from the National Longitudinal Survey of Youth, the author reports secondary analyses that examine the bidirectional effects of the duration of early poverty on children's reading and home environment scores. The author focuses on three specific questions: (1) Does the duration of early childhood poverty affect children's reading scores…

  2. Female Juvenile Delinquents' Reactions to a Reading Program: A Mixed Methods Study

    ERIC Educational Resources Information Center

    Sanger, Dixie; Ritzman, Mitzi; Schaefer, Lauren; Belau, Don

    2010-01-01

    Older students who struggle with reading are more motivated to participate in instructional intervention if they are interested in the program. This mixed methods study examined opinions and reactions of 41 female juvenile delinquents on a 1-hour demonstration of the START-IN (STudents Are Responding To INtervention) reading program. Following a…

  3. Has First-Grade Core Reading Program Text Complexity Changed across Six Decades?

    ERIC Educational Resources Information Center

    Fitzgerald, Jill; Elmore, Jeff; Relyea, Jackie Eunjung; Hiebert, Elfrieda H.; Stenner, A. Jackson

    2016-01-01

    The purpose of the study was to address possible text complexity shifts across the past six decades for a continually best-selling first-grade core reading program. The anthologies of one publisher's seven first-grade core reading programs were examined using computer-based analytics, dating from 1962 to 2013. Variables were Overall Text…

  4. Reading Success: Validation of a Specialized Literacy Program (1978-2007)

    ERIC Educational Resources Information Center

    Idol, Lorna

    2010-01-01

    Reading Success is an individualized teacher-guided literacy program proven for 663 students who experienced difficulty with reading. The students had learning disabilities, mild mental retardation, and behavior challenges; were at risk for school failure; or were transitioning from speaking Spanish to English and experiencing literacy problems.…

  5. Read Me a Song: Teaching Reading Using Picture Book Songs.

    ERIC Educational Resources Information Center

    Routier, Wanda J.

    This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness,…

  6. Read with Me! Examining the Effects of a Community Volunteer Reading Program on Preschoolers' Literacy Skills

    ERIC Educational Resources Information Center

    Carson, Cynthia J.

    2012-01-01

    The purpose of this study was to examine if there was a difference between mean measures of preliteracy skills of preschool children who participated in Creating Young Readers, a volunteer based reading program, and a control group who had not. Unpaid community volunteers were trained in a modified dialogic reading technique, focusing on…

  7. "Old Poems Have Heart": Teenage Students Reading Early Modern Poetry

    ERIC Educational Resources Information Center

    Naylor, Amanda

    2013-01-01

    The proposals for the revised National Curriculum in English suggest limiting the pre-twentieth century poetry that GCSE pupils read to "representative Romantic poetry" (Department for Education [DFE], 2013, p. 4). This paper argues that poetry of the early modern period is challenging and enriching study for adolescent pupils and that…

  8. How Well Prepared Are Pre-Service Teachers to Teach Early Reading? A Systematic Review of the Literature

    ERIC Educational Resources Information Center

    Meeks, Linda; Stephenson, Jennifer; Kemp, Coral; Madelaine, Alison

    2016-01-01

    This review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it…

  9. KEEP Reading Research 1974: Overall Strategy and Preliminary Results. Technical Report No. 23.

    ERIC Educational Resources Information Center

    Tharp, Roland G.; And Others

    Reading research is an important aspect of the Kamehameha Early Education Program. This report describes the overall strategy of the reading research program, which is based on a conceptual framework that divides lines of inquiry into motivation, linguistics, instructional procedures, and correlational analysis. Preliminary results for each of…

  10. Developing Tools for Assessing and Using Commercially Available Reading Software Programs to Promote the Development of Early Reading Skills in Children

    ERIC Educational Resources Information Center

    Wood, Eileen; Gottardo, Alexandra; Grant, Amy; Evans, Mary Ann; Phillips, Linda; Savage, Robert

    2012-01-01

    As computers become an increasingly ubiquitous part of young children's lives there is a need to examine how best to harness digital technologies to promote learning in early childhood education contexts. The development of emergent literacy skills is 1 domain for which numerous software programs are available for young learners. In this study, we…

  11. Discourse Types in Canadian Basal Reading Programs.

    ERIC Educational Resources Information Center

    Murphy, Sharon

    This study examined the authorship and discourse types of Canadian basal anthologies to determine whether the lingering centrality of the basal anthology in Canadian programs controls students and teachers by controlling language and reading. Each selection within five Canadian basal series (Gage Expressways II, Ginn Journeys, Holt Impressions,…

  12. Managing Your Reading Program--A Total System.

    ERIC Educational Resources Information Center

    Hales, Carma M.; Jones, Maurine E.

    This guide provides specific information on designing and implementing a reading program. The guide is divided into the following six parts: (1) "Planning for Instruction," including sections on setting ideal goals, establishing a "reality base," and organizing a work flow; (2) "Content Organization," including sections on the structure of…

  13. Why Ambiguity Detection Is a Predictor of Early Reading Skill

    ERIC Educational Resources Information Center

    Wankoff, Lorain Szabo; Cairns, Helen Smith

    2009-01-01

    This study was designed to determine the contributions of metalinguistic skill and psycholinguistic processing ability to children's ability to detect the ambiguity of sentences and the relationship among all three factors to early reading ability. A total of 20 first graders and 20 second graders were given tasks testing the following abilities:…

  14. Speech recognition-based and automaticity programs to help students with severe reading and spelling problems.

    PubMed

    Higgins, Eleanor L; Raskind, Marshall H

    2004-12-01

    This study was conducted to assess the effectiveness of two programs developed by the Frostig Center Research Department to improve the reading and spelling of students with learning disabilities (LD): a computer Speech Recognition-based Program (SRBP) and a computer and text-based Automaticity Program (AP). Twenty-eight LD students with reading and spelling difficulties (aged 8 to 18) received each program for 17 weeks and were compared with 16 students in a contrast group who did not receive either program. After adjusting for age and IQ, both the SRBP and AP groups showed significant differences over the contrast group in improving word recognition and reading comprehension. Neither program showed significant differences over contrasts in spelling. The SRBP also improved the performance of the target group when compared with the contrast group on phonological elision and nonword reading efficiency tasks. The AP showed significant differences in all process and reading efficiency measures.

  15. Early Contribution of Phonological Awareness and Later Influence of Phonological Memory throughout Reading Acquisition

    ERIC Educational Resources Information Center

    Nithart, Christelle; Demont, Elisabeth; Metz-Lutz, Marie-Noelle; Majerus, Steve; Poncelet, Martine; Leybaert, Jacqueline

    2011-01-01

    The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1-year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological…

  16. Give-Away Book Programs Combined with Title II Reading Projects. ESEA Title II and The Right to Read, Notable Reading Projects No. 9.

    ERIC Educational Resources Information Center

    Office of Education (DHEW), Washington, DC.

    This is the ninth report describing notable reading projects funded under Title II of the Elementary and Secondary Education Act. Projects combining Title II reading projects with a give-away book program in Alabama, Illinois, Indiana, Maryland, Massachusetts, and New Jersey are described. Although Title II funds cannot be used to provide books to…

  17. Mothers' Expectations for Shared Reading Following Delivery: Implications For Reading Activities at 6 Months

    PubMed Central

    Berkule, Samantha B.; Dreyer, Benard P.; Klass, Perri E.; Huberman, Harris S.; Yin, Hsiang S.; Mendelsohn, Alan L.

    2008-01-01

    Objective To determine whether mothers with plans related to shared reading and baby books in the home at the time of delivery of their newborns would be more likely to engage in shared reading behaviors at age 6 months. Method This was a cohort study with enrollment post-partum and follow-up at 6 months in an urban public hospital. Predictors: mothers' attitudes and resources related to shared reading during the postpartum period. Outcomes: mothers' shared reading activities and resources at 6 months (StimQ-READ). Results 173 mother-infant dyads were assessed. In multiple regression analyses adjusting for sociodemographics and maternal depression and literacy, StimQ-READ at 6 months was increased in association with all 3 postpartum predictors: plans for reading as a strategy for school success (adjusted mean 1.7 point increase in 6 month score; 95% CI: 0.3 – 3.0), plans to read in infancy (3.1 point increase; 95% CI: 1.6-4.6), and having baby books in the home (2.3 point increase; 95% CI: 0.9 – 3.6). In multiple logistic regression analysis, mothers with two or more attitudes and resources had an AOR of 6.2 (95% CI: 2.0-18.9) for having initiated reading at 6 months. Conclusions Maternal attitudes and resources in early infancy related to shared reading are important predictors of reading behaviors by 6 months. Cumulative postnatal attitudes and resources are the strongest predictors of later behaviors. Additional research is needed regarding whether guidance about shared reading in early infancy or pregnancy would enhance programs such as Reach Out and Read. PMID:18501863

  18. Setting the Foundation: A Report on Elementary Grades Reading in Tennessee. Appendix

    ERIC Educational Resources Information Center

    Tennessee Department of Education, 2016

    2016-01-01

    "Setting the Foundation: A Report on Elementary Grades Reading in Tennessee" (ED572952) provides insight into the challenges associated with early grades reading in Tennessee, along with a set of recommendations for building more readers across the state. This appendix provides detailed information about reading programs in Tennessee…

  19. Effective Reading Programs for Middle and High Schools: A Best-Evidence Synthesis. Educator's Summary

    ERIC Educational Resources Information Center

    Center for Data-Driven Reform in Education (NJ3), 2008

    2008-01-01

    What reading programs have been proven to help middle and high school students to succeed? To find out, this review summarizes evidence on four types of programs designed to improve the reading achievement of students in grades 6-12: (1) Reading Curricula (Curr), such as "LANGUAGE!," "McDougal Littel," and other standard and alternative textbooks;…

  20. Extensive Reading Program Which Changes Reluctant Engineering Students into Autonomous Learners of English

    NASA Astrophysics Data System (ADS)

    Nishizawa, Hitoshi; Yoshioka, Takayoshi; Itoh, Kazuaki

    This article introduces extensive reading (ER) as an approach to improve fundamental communication skills in English of reluctant EFL learners : average Japanese engineering students. It is distinct from concurrent translation approach from a perspective that the learners use English instead of Japanese to grasp the meaning of what they read and enjoy reading. In the ER program at Toyota National College of Technology, many students developed more positive attitude toward English, increased their reading speed, and achieved higher TOEIC scores, which was compared to those of the students before this ER program was introduced. Comparison between three groups of the students showed strong correlation between their TOEIC scores and the reading amount.

  1. Effect of Edmark Program on Reading Fluency in Third-Grade Students with Disabilities

    ERIC Educational Resources Information Center

    Meeks, Bryce T.; Martinez, James; Pienta, Rachel S.

    2014-01-01

    The purpose of this research study was to determine if the Edmark Reading Program increased reading fluency, attitudes, and engagement in third-grade students with disabilities (N = 7). Student fluency was measured using estimated oral reading fluency determined by the STAR reading assessment. A statistically significant difference was found…

  2. Increasing the Quality of Tier 1 Reading Instruction: Using Performance Feedback to Increase Opportunities to Respond during Implementation of a Core Reading Program

    ERIC Educational Resources Information Center

    Cuticelli, Mari; Collier-Meek, Melissa; Coyne, Michael

    2016-01-01

    Recent data on reading achievement indicates that a majority of young students are reading below proficiency. However, current research has shown that providing students with quality, research-based reading instruction can help prevent many reading difficulties. Through the use of core reading programs, teachers have tools available to be able to…

  3. The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

    ERIC Educational Resources Information Center

    Echols, Julie M. Young

    2010-01-01

    Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

  4. Read Hard, Play Later: Putting Summer Reading into Action.

    ERIC Educational Resources Information Center

    Wemett, Lisa C.; Bolan, Kimberly

    1998-01-01

    Provides an overview of "Read on the Wild Side," a summer reading program for young adults established by the Webster (New York) Public Library, and "Read Hard, Play Later," a young adult summer reading program of the Pioneer Library System (New York). Highlights include reading logs, T-shirts, publicity, program evaluation,…

  5. An Evaluation of an Implementation of the Reading Recovery Program.

    ERIC Educational Resources Information Center

    Denton, Carolyn A.

    The effectiveness of the Reading Recovery Program, a literacy intervention for at-risk first-grade students, as it was implemented in 1995-96 in a small rural school district in Texas was studied. Reading Recovery consists of daily individual literacy tutoring sessions taught by a specially trained teacher, and emphasizes active engagement of the…

  6. Effects of Early Literacy Environments on the Reading Attitudes, Behaviours and Values of Veteran Teachers

    ERIC Educational Resources Information Center

    Levitt, Roberta; Red Owl, R. H.

    2013-01-01

    Research has linked early literacy environments to the attitudes, behaviours and instructional values of reading teachers, but most prior research has addressed preservice or early inservice teachers. This mixed-methods, hypothesis-generating, "Q" methodology-based study explored the relationship between early literacy environments and…

  7. Early motor development and later language and reading skills in children at risk of familial dyslexia.

    PubMed

    Viholainen, Helena; Ahonen, Timo; Lyytinen, Paula; Cantell, Marja; Tolvanen, Asko; Lyytinen, Heikki

    2006-05-01

    Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47 males). Motor development was assessed by a structured parental questionnaire during the child's first year of life. Vocabulary and inflectional morphology skills were used as early indicators of language skills at 3 years 6 months and 5 years or 5 years 6 months of age, and reading speed was used as a later indicator of reading skills at 7 years of age. The same subgroups as in our earlier study (in which the cluster analysis was described) were used in this study. The three subgroups of the control group were 'fast motor development', 'slow fine motor development', and 'slow gross motor development', and the two subgroups of the at-risk group were 'slow motor development' and 'fast motor development'. A significant difference was found between the development of expressive language skills. Children with familial risk of dyslexia and slow motor development had a smaller vocabulary with poorer inflectional skills than the other children. They were also slower in their reading speed at the end of the first grade at the age of 7 years. Two different associations are discussed, namely the connection between early motor development and language development, and the connection between early motor development and reading speed.

  8. Nationally Validated On the Way to SUCCESS in Reading and Writing with EPSF Program Development and Evaluation Goals and Studies. Summary. Submitted to ERIC in 1995.

    ERIC Educational Resources Information Center

    Betz, Phyllis

    On the Way to SUCCESS in Reading and Writing with Early Prevention of School Failure (EPSF) is a program targeting children (4-9 years) in danger of academic failure and their families. Major components of the program are age- and individual-appropriate development learning activities, professional development, curricula aligned with initial and…

  9. Outcome Evaluation: Minnesota Reading Corps PreK Program. Full Report

    ERIC Educational Resources Information Center

    Markovitz, Carrie E.; Hernandez, Marc W.; Hedberg, Eric C.; Silberglitt, Benjamin

    2015-01-01

    Minnesota Reading Corps is the largest AmeriCorps State program in the country. Its mission is to help every Minnesota child become a proficient reader by the end of third grade. To meet this goal, the Minnesota Reading Corps and its host organization, ServeMinnesota Action Network, engages a diverse group of AmeriCorps members to provide…

  10. Computer-Assisted Instruction in Early Literacy for African American, Economically Disadvantaged Children

    ERIC Educational Resources Information Center

    Shamir, Haya; Feehan, Kathryn; Yoder, Erik

    2017-01-01

    This study explores the efficacy of the Waterford Early Reading program (ERP) for teaching kindergarten and first grade students' early reading concepts. Students attended 3 elementary schools in Alabama. The treatment group used the software program whereas the control group did not use the software. Analyses revealed a significant treatment…

  11. An Evaluation of the Cost Effectiveness of Alternative Compensatory Reading Programs, Volume IV: Cost Analysis of Summer Programs. Final Report.

    ERIC Educational Resources Information Center

    Al-Salam, Nabeel; Flynn, Donald L.

    This report describes the results of a study of the cost and cost effectiveness of 27 summer reading programs, carried through as part of a large-scale evaluation of compensatory reading programs. Three other reports describe cost and cost-effectiveness studies of programs during the regular school year. On an instructional-hour basis, the total…

  12. Early Response-to-Intervention Measures and Criteria as Predictors of Reading Disability in 3rd Grade

    ERIC Educational Resources Information Center

    Beach, Kristen Dawn

    2012-01-01

    Reading is the most valuable skill children must master early in schooling. Unfortunately, many students struggle to read and may be identified as having a Reading Disability (RD). In this dissertation, I explored the usefulness of the Response-to-Intervention (RtI) framework for identifying children with RD by examining the use of 1st and 2nd…

  13. The Bama Bookworm Program: Motivating Remedial Readers to Read at Home with Their Parents.

    ERIC Educational Resources Information Center

    Brown, David; Moore, Linda

    1992-01-01

    The Bama Bookworm Program, developed by a university remedial reading summer school program, encourages parents of remedial readers to listen to their children read and to ask comprehension questions four nights a week for a month. The program provides incentives (pizzas and t-shirts) and was enthusiastically received by parents and children. (DB)

  14. Gendered Citizenship and the Individualization of Environmental Responsibility: Evaluating a Campus Common Reading Program

    ERIC Educational Resources Information Center

    Kennedy, Emily Huddart; Boyd, Amanda

    2018-01-01

    Campus common reading programs are intended to stimulate critical thinking and dialogue across disciplines yet scarce evidence exists to evaluate the success of such programs. We assess the extent to which engagement in an environmentally-themed common reading program is related to (1) concern for waste-related issues, (2) beliefs that addressing…

  15. Using early standardized language measures to predict later language and early reading outcomes in children at high risk for language-learning impairments.

    PubMed

    Flax, Judy F; Realpe-Bonilla, Teresa; Roesler, Cynthia; Choudhury, Naseem; Benasich, April

    2009-01-01

    The aim of the study was to examine the profiles of children with a family history (FH+) of language-learning impairments (LLI) and a control group of children with no reported family history of LLI (FH-) and identify which language constructs (receptive or expressive) and which ages (2 or 3 years) are related to expressive and receptive language abilities, phonological awareness, and reading abilities at ages 5 and 7 years. Participants included 99 children (40 FH+ and 59 FH-) who received a standardized neuropsychological battery at 2, 3, 5, and 7 years of age. As a group, the FH+ children had significantly lower scores on all language measures at 2 and 3 years, on selected language and phonological awareness measures at 5 years, and on phonological awareness and nonword reading at 7 years. Language comprehension at 3 years was the best predictor of later language and early reading for both groups. These results support past work suggesting that children with a positive family history of LLI are at greater risk for future language and reading problems through their preschool and early school-age years. Furthermore, language comprehension in the early years is a strong predictor of future language-learning status.

  16. Native Language Reading Approach Program, 1982-1983. O.E.E. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Keyes, Jose Luis; And Others

    The Native Language Reading Approach Program in New York City was designed as an exemplary approach to on-site training of classroom teachers and their assistants in how to help students transfer reading skills from their native language to English. Program components included support services, teacher training, material/curriculum development,…

  17. An Evaluation of Early Reading First (ERF) Preschool Enrichment on Language and Literacy Skills

    ERIC Educational Resources Information Center

    Gonzalez, Jorge E.; Goetz, Ernest T.; Hall, Robert J.; Payne, Tara; Taylor, Aaron B.; Kim, Minjung; McCormick, Anita S.

    2011-01-01

    Early Reading First (ERF) was created to address problems related to language and development among economically disadvantaged and language-minority preschool children through quality classroom processes, professional development, and instruction. More than any previous initiative, ERF specifies what early literacy instruction should look like in…

  18. Speech-language pathology program for reading comprehension and orthography: effects on the spelling of dyslexic individuals.

    PubMed

    Nogueira, Débora Manzano; Cárnio, Maria Silvia

    2018-01-01

    Purpose Prepare a Speech-language Pathology Program for Reading Comprehension and Orthography and verify its effects on the reading comprehension and spelling of students with Developmental Dyslexia. Methods The study sample was composed of eleven individuals (eight males), diagnosed with Developmental Dyslexia, aged 09-11 years. All participants underwent a Speech-language Pathology Program in Reading Comprehension and Orthography comprising 16 individual weekly sessions. In each session, tasks of reading comprehension of texts and orthography were developed. At the beginning and end of the Program, the participants were submitted to a specific assessment (pre- and post-test). Results The individuals presented difficulty in reading comprehension, but the Cloze technique proved to be a useful remediation tool, and significant improvement in their performance was observed in the post-test evaluation. The dyslexic individuals showed poor performance for their educational level in the spelling assessment. At the end of the program, their performance evolved, but it remained below the expected, showing the same error pattern at the pre- and post-tests, with errors in both natural and arbitrary spelling. Conclusion The proposed Speech-language Pathology Program for Reading Comprehension and Orthography produced positive effects on the reading comprehension, spelling, and motivation to reading and writing of the participants. This study presents an unprecedented contribution by proposing joint stimulation of reading and writing by means of a program easy to apply and analyze in individuals with Developmental Dyslexia.

  19. NASA Early Career Fellowship Program

    NASA Astrophysics Data System (ADS)

    Smith, H. D.

    2012-12-01

    The Early Career Fellowship program was established in 2005 to facilitate the integration of outstanding early career planetary science researchers into established research funding programs by providing tools and experience useful to maintain a successful research program. Executing a successful research program requires a few key elements such as: successful proposal writing; adequate (paid) research time; management of a laboratory; collaboration and networking; frequent and high-quality publications; and adequate start-up equipment funds. These elements may be particularly critical for early career researchers searching for a tenure- track or equivalent position. The Early Career Fellowship program recognizes the importance of these skills and provides extra funding and resources to begin a successful research program. For consideration into The Early Career Fellowship program, the candidate needs to be the P. I. or Science P.I. of a funded research proposal from one of the participating R&A program areas, be within 7 years of earning a PhD, hold a non-tenure track position, and indicate the early career candidacy when submitting the research proposal. If the research proposal is funded and the discipline scientist nominates the candidate as an early career fellow, the candidate is then considered a Fellow and eligible to propose for Step 2. Upon obtaining a tenure-track equivalent position the Fellow submits a Step 2 proposal for up to one hundred thousand dollars in start-up funds. Start-up funds may be used for salary; undergraduate and/or graduate research assistants; supplies and instrument upgrades; travel to conferences, meetings, and advisory groups; time and travel for learning new skills; publication page charges; books and journal subscriptions; computer time and/or specialized software; and other justified research-specific needs. The early career fellowship program provides resources that a more established scientist would have acquired allowing

  20. Home Parental Assistance for Underachieving Readers in Third Grade Using Read-at-Home Program Kits.

    ERIC Educational Resources Information Center

    Izzo, Theresa Eleanor

    Sixty-four third-grade pupils who were underachieving in reading participated in a study to determine the effect of parental home instruction in reading. A four-cell experimental design was used with two treatment factors: programmed home reading instruction given by mothers trained to administer the program versus no instruction, and mother's…

  1. The Listening and Reading Comprehension (LARC) Program....Experiential Based Sequential Training.

    ERIC Educational Resources Information Center

    Blumenstyk, Holly; And Others

    The LARC (Listening and Reading Comprehension) Program, an experiential based story grammar approach to listening and reading comprehension is described, and a pilot study of its effectiveness with communication handicapped children is reviewed. The LARC framework translates children's own recent experiences into sequenced story episodes which are…

  2. A Problem Still in Search of a Solution: A State Policy Roadmap for Improving Early Reading Proficiency

    ERIC Educational Resources Information Center

    Christie, Kathy; Rose, Stephanie

    2012-01-01

    Reading words and developing larger vocabularies are critical parts of reading proficiency, but these checkpoints do not have significance until young students grasp the meaning behind words. While teachers and the school culture can improve early reading proficiency, legislatures and state education agencies can support such efforts by…

  3. An Evaluation of the Right to Read Inexpensive Book Distribution Program. Final Report.

    ERIC Educational Resources Information Center

    General Research Corp., McLean, VA.

    This report provides details of a study of the Inexpensive Book Distribution Program (IBDP), a federally funded and sponsored program operated by Reading is Fundamental (RIF). The specific objectives of the described study were to determine the effectiveness of the IBDP in generating student reading motivation, and to describe the process by which…

  4. Improving Reading Skills in ESL Students through an Intensive Vocabulary Building Program.

    ERIC Educational Resources Information Center

    Gaudio, Vince

    This report describes a program for improving the reading skills of English-as-a-Second-Language (ESL) students. The targeted population consists of 19 ESL students, ranging in age from 7-10 years, in a western suburb of a large metropolitan city in Illinois. The problem of poor reading ability was documented through low reading scores on the STAR…

  5. "Is That What We Do?" Using a Conversation-Analytic Approach to Highlight the Contribution of Dialogic Reading Strategies to Educator-Child Interactions during Storybook Reading in Two Early Childhood Settings

    ERIC Educational Resources Information Center

    Cohrssen, Caroline; Niklas, Frank; Tayler, Collette

    2016-01-01

    In Australia, much emphasis in early childhood education is placed on the importance of supporting young children's literacy development, and book-reading occurs frequently during typical early-childhood education and care programmes. Reading a story to a child presents an opportunity for rich language-learning through reciprocal and extended…

  6. Early Beginnings, Success and Failure in Teaching Young Children to Read: Some Abiding Questions and Intriguing Possibilities.

    ERIC Educational Resources Information Center

    Smethurst, Wood

    Questions pertaining to beginning reading, success, and failure are addressed. The issues of concern are: (1) When reading begins? (2) What preschool activities seem to help certain children succeed as readers? (3) What characteristics and conditions are associated with reading failure in first grade? (4) What early experiences might help children…

  7. Panda-Monium at the Library: 1995 Arizona Reading Program.

    ERIC Educational Resources Information Center

    Arizona State Dept. of Library, Archives and Public Records, Phoenix.

    Panda bears are the theme of this guide which includes many reading-related activities, crafts, and programs on a broad range of topics, and which can be expanded to other theme approaches such as endangered species, bears in general, and the concept of black and white. The program begins with a general definition and discussion of goals,…

  8. Program Evaluation of a School District's Multisensory Reading Initiative

    ERIC Educational Resources Information Center

    Asip, Michael Patrick

    2012-01-01

    The purpose of this study was to conduct a formative program evaluation of a school district's multisensory reading initiative. The mixed methods study involved semi-structured interviews, online survey, focus groups, document review, and analysis of extant special education student reading achievement data. Participants included elementary…

  9. Early Reading Intervention by Means of a Multicomponent Reading Game

    ERIC Educational Resources Information Center

    van de Ven, M.; de Leeuw, L.; van Weerdenburg, M.; Steenbeek-Planting, E. G.

    2017-01-01

    This study examined the effects of an intervention with a multicomponent reading game on the development of reading skills in 60 Dutch primary school children with special educational needs. The game contains evidence-based reading exercises and is based on principles of applied gaming. Using a multiple baseline approach, we tested children's…

  10. Growth curve analyses of the relationship between early maternal age and children's mathematics and reading performance.

    PubMed

    Torres, D Diego

    2015-03-01

    Regarding the methods used to examine the early maternal age-child academic outcomes relationship, the extant literature has tended to examine change using statistical analyses that fail to appreciate that individuals vary in their rates of growth. Of the one study I have been able to find that employs a true growth model to estimate this relationship, the authors only controlled for characteristics of the maternal household after family formation; confounding background factors of mothers that might select them into early childbearing, a possible source of bias, were ignored. The authors' findings nonetheless suggested an inverse relationship between early maternal age, i.e., a first birth between the ages of 13 and 17, and Canadian adolescents' mean math performance at age 10. Early maternal age was not related to the linear slope of age. To elucidate whether the early maternal age-child academic outcomes association, treated in a growth context, is consistent with this finding, the present study built on it using US data and explored children's mathematics and reading trajectories from age 5 on. Its unique contribution is that it further explicitly controlled for maternal background factors and employed a three-level growth model with repeated measures of children nested within their mothers. Though the strength of the relationship varied between mean initial academic performance and mean academic growth, results confirmed that early maternal age was negatively related to children's mathematics and reading achievement, net of post-teen first birth child-specific and maternal household factors. Once maternal background factors were included, there was no statistically significant relationship between early maternal age and either children's mean initial mathematics and reading scores or their mean mathematics and reading growth. Copyright © 2014 Elsevier Inc. All rights reserved.

  11. How Reading Volume Affects Both Reading Fluency and Reading Achievement

    ERIC Educational Resources Information Center

    Allington, Richard L.

    2014-01-01

    Long overlooked, reading volume is actually central to the development of reading proficiencies, especially in the development of fluent reading proficiency. Generally no one in schools monitors the actual volume of reading that children engage in. We know that the commonly used commercial core reading programs provide only material that requires…

  12. Lessons Learned about Workplace Literacy from Military Job-Specific Reading Programs.

    ERIC Educational Resources Information Center

    Philippi, Jorie W.

    For almost half a century the United States military services have incorporated formal literacy programs into job training for those enlistees who are less than fully qualified. Over the years, several successful job-specific reading programs have evolved. In 1975, the Army began the Functional Literacy (FLIT) Program, a program based on a…

  13. Mix It Up! Six Ways To Rethink Tired Summer Reading Programs.

    ERIC Educational Resources Information Center

    Barstow, Barbara; Markey, Penny

    1997-01-01

    Presents six ideas to improve public libraries' summer reading programs. Highlights include creating Web sites; marketing directly to parents rather than to schools through direct mail and collaborative promotion; statewide cooperative programs; the use of teen volunteers; scratch-off game cards; and off-site programs. (LRW)

  14. Reading skills in young adolescents with a history of Specific Language Impairment: The role of early semantic capacity.

    PubMed

    Buil-Legaz, Lucía; Aguilar-Mediavilla, Eva; Rodríguez-Ferreiro, Javier

    2015-01-01

    This study assessed the reading skills of 19 Spanish-Catalan children with Specific Language Impairment (SLI) and 16 age-matched control children. Children with SLI have difficulties with oral language comprehension, which may affect later reading acquisition. We conducted a longitudinal study examining reading acquisition in these children between 8 and 12 years old and we relate this data with early oral language acquisition at 6 years old. Compared to the control group, the SLI group presented impaired decoding and comprehension skills at age 8, as evidenced by poor scores in all the assessed tasks. Nevertheless, only text comprehension abilities appeared to be impaired at age 12. Individual analyses confirmed the presence of comprehension deficits in most of the SLI children. Furthermore, early semantic verbal fluency at age 6 appeared to significantly predict the reading comprehension capacity of SLI participants at age 12. Our results emphasize the importance of semantic capacity at early stages of oral language development over the consolidation of reading acquisition at later stages. Readers will recognize the relevance of prior oral language impairment, especially semantic capacity, in children with a history of SLI as a risk factor for the development of later reading difficulties. Copyright © 2015 Elsevier Inc. All rights reserved.

  15. An Enriched and Cooperative Reading Program for Achievers at the Sixth Grade Level.

    ERIC Educational Resources Information Center

    Central Arkansas Education Center, Little Rock.

    An enrichment and cooperative reading program for high achievers in grade 6 involved participants in four reading classes who received supplementary reading instruction with the aid of teacher made cassette tapes, listening stations, current newspapers and magazines, and Reader's Digest skill builders. Testing at the end of the first year…

  16. Examining the Effectiveness of a Multi-Sensory Instructional Reading Program in One Rural Midwestern School District

    ERIC Educational Resources Information Center

    Waldvogel, Steven John

    2010-01-01

    Scope and method of study: The purpose of this research study was to examine the effectiveness of an (IMSE) Orton-Gillingham based multi-sensory instructional reading program when incorporated with kindergarten through first grade classroom reading instruction in one rural Midwestern school district. The IMSE supplemental reading program is…

  17. Early math and reading achievement are associated with the error positivity.

    PubMed

    Kim, Matthew H; Grammer, Jennie K; Marulis, Loren M; Carrasco, Melisa; Morrison, Frederick J; Gehring, William J

    2016-12-01

    Executive functioning (EF) and motivation are associated with academic achievement and error-related ERPs. The present study explores whether early academic skills predict variability in the error-related negativity (ERN) and error positivity (Pe). Data from 113 three- to seven-year-old children in a Go/No-Go task revealed that stronger early reading and math skills predicted a larger Pe. Closer examination revealed that this relation was quadratic and significant for children performing at or near grade level, but not significant for above-average achievers. Early academics did not predict the ERN. These findings suggest that the Pe - which reflects individual differences in motivational processes as well as attention - may be associated with early academic achievement. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

  18. Bold Action Programs for the Disadvantaged: Elementary Reading.

    ERIC Educational Resources Information Center

    Whipple, Gertrude

    The following five characteristics of successful reading projects for the disadvantaged are discussed as a basis for appraising ESEA/Title I programs: (1) a child need-centered emphasis, (2) provision for teacher education, (3) use of multidisciplinary and paraprofessional personnel, (4) parent involvement, and (5) evaluation procedures. Current…

  19. Test Review: The Psychological Corporation. (2003). "The Early Reading Diagnostic Assessment" (2nd ed.). San Antonio, TX: Psychological Corporation, Harcourt Assessment Company

    ERIC Educational Resources Information Center

    Gonzalez, Jorge E.

    2008-01-01

    This article reviews "The Early Reading Diagnostic Assessment, Second Edition" (ERDA-Second Edition), a norm-referenced individually administered diagnostic measure of early reading skills as described in Reading First federal legislation (Part B, Subpart 1 of the Elementary and Secondary Education Act as amended by the No Child Left…

  20. The Effect of an Enrichment Reading Program on the Cognitive Processes and Neural Structures of Children Having Reading Difficulties

    ERIC Educational Resources Information Center

    Kuruyer, Hayriye Gül; Akyol, Hayati; Karli Oguz, Kader; Has, Arzu Ceylan

    2017-01-01

    The main purpose of the current study is to explain the effect of an enrichment reading program on the cognitive processes and neural structures of children experiencing reading difficulties. The current study was carried out in line with a single-subject research method and the between-subjects multiple probe design belonging to this method. This…

  1. Reading Disability Spectrum: Early and Late Recognition, Subthreshold, and Full Comorbidity

    ERIC Educational Resources Information Center

    Töro, Krisztina Tárnokiné; Miklósi, Mónika; Horanyi, Eszter; Kovács, Gábor Pers; Balázs, Judit

    2018-01-01

    Several studies have reported high comorbidity for reading disability (RD) and psychiatric disorders. The aim of this study was to investigate the comorbidity of subthreshold and full psychiatric disorders with RD while comparing subgroups based on age of RD recognition (early vs. late). We analyzed data from 130 children with RD and 82 typically…

  2. The influence of newborn early literacy intervention programs in three canadian provinces.

    PubMed

    Letourneau, Nicole; Whitty, Pam; Watson, Barry; Phillips, Jennifer; Joschko, Justin; Gillis, Doris

    2015-01-01

    Low levels of literacy in early childhood can have lasting effects on children's educational and intellectual development. Many countries have implemented newborn literacy programs designed to teach parents pre-literacy promoting activities to share with their children. We conducted 2 quasi-experimental studies using 1) a pre-test/post-test design and 2) a non-equivalent control group design to examine the effect of newborn literacy programs on parents' self-reported literacy intentions/behaviors, values toward literacy, and parent-child interactions. Parents were recruited from 3 provinces, 2 with newborn literacy programs (intervention) and 1 without (control). Parents in the intervention group completed prenatal and postnatal (after participation in program) questionnaires. Parents in the control group completed 1 questionnaire. Questionnaires were designed to capture parents' literacy intentions (prenatal), behaviors (postnatal), values, and parent-child interactions (postnatal). A total of 98 parents were included in study one and 174 were included in study two. Parents' self-reported prenatal intentions and values were higher than their postnatal behaviors and values. Parents in the intervention group exhibited higher literacy behaviors and values and greater enjoyment reading to their children than parents in the control group, though they also reported reading to their children less frequently. Parents in the intervention group had significantly higher Positive Interactive scores than controls. Overall, we found participation in newborn literacy programs positively impacted parenting behaviors and attitudes. Lower postnatal within-group scores (intentions and values versus behaviors and values) may have been the result of participants' high expectations. Given our findings, we recommend that these programs continue.

  3. Kindergarten Risk Factors, Cognitive Factors, and Teacher Judgments as Predictors of Early Reading in Dutch

    ERIC Educational Resources Information Center

    Gijsel, Martine A. R.; Bosman, Anna M. T.; Verhoeven, Ludo

    2006-01-01

    This study focused on the predictive value of risk factors, cognitive factors, and teachers' judgments in a sample of 462 kindergartners for their early reading skills and reading failure at the beginning of Grade 1. With respect to risk factors, enrollment in speech-language therapy, history of dyslexia or speech-language problems in the family,…

  4. Reading Recovery: An Effective Intervention Program for Learning Disabled First Graders.

    ERIC Educational Resources Information Center

    Lyons, Carol A.

    A three-part study examining the efficacy of a reading recovery program for learning disabled first grade students is described in this paper. An introduction outlines the Ohio Reading Recovery project and explains the purpose of the study. Part 1 describes the first phase of the study, in which 110 poor readers, including 35 learning disabled…

  5. Program Evaluation in Gifted Education. Essential Readings in Gifted Education Series

    ERIC Educational Resources Information Center

    Callahan, Carolyn M., Ed.; Reis, Sally M., Ed.

    2004-01-01

    The readings in this ready-reference report on specific program evaluations, offer critical guidance in the development and utilization of instruments for assessing gifted and talented programs, and are designed to stimulate the discussion of issues surrounding the evaluation of gifted programs. Key features include: (1) Carolyn M. Callahan's…

  6. 34 CFR 303.11 - Early intervention program.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 2 2010-07-01 2010-07-01 false Early intervention program. 303.11 Section 303.11... AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... intervention program. As used in this part, early intervention program means the total effort in a State that...

  7. 34 CFR 303.11 - Early intervention program.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 2 2011-07-01 2010-07-01 true Early intervention program. 303.11 Section 303.11... AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND... intervention program. As used in this part, early intervention program means the total effort in a State that...

  8. Meaning Construction in Early Oral Reading

    ERIC Educational Resources Information Center

    Léger, Paul David; Cameron, Catherine Ann

    2013-01-01

    The authors' interest in the associations between beginners' reading and writing performance led them to devise an index of children's meaning construction in reading by increasing the specificity of the Reading Miscue Inventory meaning change index to include finer discriminations between superficial and meaning disruptive miscues potentially…

  9. Does E-Reading Enhance Reading Fluency?

    ERIC Educational Resources Information Center

    Akbar, Rahima S.; Taqi, Hanan A.; Dashti, Abdulmohsin A.; Sadeq, Taiba M.

    2015-01-01

    Extensive reading is reading as much as possible, for one's own pleasure, at a difficulty level at which one can read smoothly and quickly. In the domain of reading, this paper investigates the effect of extensive reading from e-books, through utilizing a number of downloadable reading application programs on the students' e-devices, as opposed to…

  10. En sus marcas--Listos--A leer! Para los cuidadores de ninos pequenos: Actividades de lenguaje para la primera infancia y ninez entre el nacimiento y los 5 anos. El reto: A leer, America! (Ready--Set--Read! For Caregivers: Early Childhood Language Activities for Children from Birth through Age Five. America Reads Challenge).

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    This Ready--Set--Read Kit includes an activity guide for caregivers, a 1997-98 early childhood activity calendar, and an early childhood growth chart. The activity guide presents activities and ideas that caregivers (family child care providers and the teachers, staff, and volunteers in child development programs) can use to help young children…

  11. The Impact of Morphological Awareness on Word Reading and Dictation in Chinese Early Adolescent Readers With and Without Dyslexia.

    PubMed

    Kalindi, Sylvia Chanda; Chung, Kevin Kien Hoa

    2018-01-01

    This study investigated the role of morphological awareness in understanding Chinese word reading and dictation among Chinese-speaking adolescent readers in Hong Kong as well as the cognitive-linguistic profile of early adolescent readers with dyslexia. Fifty-four readers with dyslexia in Grades 5 and 6 were compared with 54 chronological age-matched (CA) typical readers on the following measures of cognitive-linguistic and literacy skills: morphological awareness, phonological awareness, visual-orthographic knowledge, rapid naming, vocabulary knowledge, verbal short-term memory (STM), Chinese word reading, and dictation (or spelling). The results indicated that early adolescent readers with dyslexia performed less well than the typical readers on all cognitive-linguistic and literacy measures except the phonological measures. Both groups' scores showed substantial correlations between morphological awareness and Chinese word reading and dictation. Visual-orthographic knowledge and rapid naming were also associated with dictation in early adolescent readers with and without dyslexia, respectively. Moderated multiple regression analyses further revealed that morphological awareness and rapid naming explained unique variance in word reading and dictation for the readers with dyslexia and typical readers separately after controlling readers' age and group effect. These results highlight the potential importance of morphological awareness and rapid naming in Chinese word reading and writing in Chinese early adolescents' literacy development and impairment.

  12. Urban Extension's New Nontraditional Offering: Parent-Child Reading Enhancement Program

    ERIC Educational Resources Information Center

    Brandon, Dorothy P.; Tsamaase, Marea; Humphrey, Ronnie; Crenshaw, Kevin

    2018-01-01

    Urbanization is causing a major shift in Extension's programming throughout the United States. We present results of a nontraditional urban program (the Parent-Child Reading Enhancement Program) that is being implemented by Alabama Cooperative Extension System's Urban Affairs and New Nontraditional Programs unit. Findings suggest that this…

  13. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years

    PubMed Central

    Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342

  14. Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.

    PubMed

    Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea

    2016-01-01

    Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills.

  15. The Imagination Library Program: Increasing Parental Reading through Book Distribution

    ERIC Educational Resources Information Center

    Ridzi, Frank; Sylvia, Monica R.; Singh, Sunita

    2014-01-01

    Research has established a connection between print exposure and reading skills. The authors examined the impact of book access on print exposure via a monthly book distribution program. At 10 months of implementation, 170 families enrolled in the Imagination Library Program in Syracuse, New York responded to a survey. Results indicated that…

  16. Research-Based Reading Instruction in an Adult Basic Education Program

    ERIC Educational Resources Information Center

    Perin, Dolores; Greenberg, Daphne

    2007-01-01

    There is a growing emphasis in adult basic education on research-based reading instruction. Using Kruidenier's (2002) framework of principles and trends, we describe research-based techniques found during a visit to an adult basic education program. We also describe how the program moved to research-based instruction, and the factors that seem…

  17. Story and Illustration Reconstituted: Children's Literature in Canadian Reading Programs

    ERIC Educational Resources Information Center

    Smith, Martha L.; Phillips, Linda M.; Leithead, Marion R.; Norris, Stephen P.

    2004-01-01

    This study addresses the differences between literature in children's trade books and the literature in commercial elementary language arts reading programs used in Canada. Although the nature of the literature included in language arts programs has received considerable scrutiny in the United States, there is no parallel body of research in the…

  18. Development of Reading Comprehension Skills among Students with Intellectual Disabilities Using Technologically-Based Reading Programs

    ERIC Educational Resources Information Center

    Macklin, Ella M.

    2016-01-01

    This research paper reported the results from research conducted regarding technologically-based reading comprehension programs for students who have intellectual disabilities. It provided evidence-based research and theoretical bases for learning (i.e. Zone of Generativity, Constructivism, Self-Efficacy) on the issue of these students not being…

  19. Cincinnati's Bold New Venture: A Unified K-12 Reading/Communication Arts Program.

    ERIC Educational Resources Information Center

    Green, Reginald Leon

    1989-01-01

    Describes a unified reading/communication arts program in the Cincinnati Public School System which uses new basal texts, support materials, and a customized instructional system for each grade level, integrating listening, speaking, reading, writing, and thinking skills into a unified language approach. Discusses intervention strategies,…

  20. Report of the Extensive Reading Program 1965-1968.

    ERIC Educational Resources Information Center

    Digneo, Ellen Hartnett, Ed.; Shaya, Tila, Ed.

    The report, covering 1965-68, deals first with a program entitled Improved Preparation for Culturally-Deprived Rural Children, which was designed to improve reading skills of elementary school students. Background of the Western States Small Schools Project for New Mexico is described, as well as how Carrizozo Public Schools were selected for the…

  1. Association Between Television Viewing and Parent-Child Reading in the Early Home Environment.

    PubMed

    Khan, Kiren S; Purtell, Kelly M; Logan, Jessica; Ansari, Arya; Justice, Laura M

    2017-09-01

    This study examines whether there is an association between time spent by preschoolers in parent-child shared book reading versus TV viewing in two distinct samples. Data were used from both the preschool wave of the Early Childhood Longitudinal Study Cohort, a nationally representative sample of 4-year-olds (N = 8900), as well as a low-income, rural sample of children enrolled in the Preschool Experience in Rural Classrooms study (N = 407). Information regarding frequency of shared book reading and daily TV consumption was obtained through caregiver report. A regression approach was used to estimate how the frequency of parent-child book reading accounted for variance in TV consumption. Estimated marginal mean values were then compared for the amount of TV viewed by children who were reported as being read to daily, frequently, occasionally, and not at all. Parent-child book reading was negatively associated with the amount of TV viewed by children in both samples. Specifically, television consumption was significantly lower for children who were read to daily as compared to those who were read to occasionally. This inverse association was not moderated by contextual factors including maternal education, household size, and composition, or time spent in nonparental care. This study provides empirical support for an inverse association between TV viewing and parent-child book reading activities. Implications for policy and practice are discussed.

  2. The effectiveness of early head start for 3-year-old children and their parents: lessons for policy and programs.

    PubMed

    Love, John M; Kisker, Ellen Eliason; Ross, Christine; Raikes, Helen; Constantine, Jill; Boller, Kimberly; Brooks-Gunn, Jeanne; Chazan-Cohen, Rachel; Tarullo, Louisa Banks; Brady-Smith, Christy; Fuligni, Allison Sidle; Schochet, Peter Z; Paulsell, Diane; Vogel, Cheri

    2005-11-01

    Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression-adjusted impact analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. ((c) 2005 APA, all rights reserved).

  3. Variability in Text Features in Six Grade 1 Basal Reading Programs

    ERIC Educational Resources Information Center

    Foorman, Barbara R.; Francis, David J.; Davidson, Kevin C.; Harm, Michael W.; Griffin, Jennifer

    2004-01-01

    California and Texas mandate 75% to 80% decodable texts for first-grade reading programs, yet these percentages have no empirical base. This study examines the text selections in 6 first-grade programs from the perspective of lexical, semantic, and syntactic features. The composition of text differed across the 6 programs with respect to length,…

  4. Final Report on Reading Is Fun-Damental Program Phase II.

    ERIC Educational Resources Information Center

    Reid, Careth B.

    The Friends of the San Francisco Public Library have sponsored a Reading is Fun-Damental (RIF) program for the children and teenagers of San Francisco. Their January and June 1973 reports describe RIF activities in the Western Addition, a primarily black area. The RIF program has: distributed books and placed collections in schools and public…

  5. Improving Struggling Readers' Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention

    ERIC Educational Resources Information Center

    Vernon-Feagans, Lynne; Bratsch-Hines, Mary; Varghese, Cheryl; Cutrer, Elizabeth A.; Garwood, Justin D.

    2018-01-01

    This article reports the results of a randomized controlled trial that replicated and extended research on the Targeted Reading Intervention (TRI), a professional development program for kindergarten and first-grade teachers in low-wealth rural schools that helps enhance literacy skills of struggling readers. In weekly webcam coaching sessions,…

  6. Reading Difficulties and Attention-Deficit/Hyperactivity Behaviours: Evidence of an Early Association in a Nonclinical Sample

    ERIC Educational Resources Information Center

    Luoni, Chiara; Balottin, Umberto; Zaccagnino, Maria; Brembilla, Laura; Livetti, Giulia; Termine, Cristiano

    2015-01-01

    Attention-deficit/hyperactivity disorder (ADHD) often co-occurs with reading disability. A cross-sectional study in an Italian-speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at…

  7. Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

  8. GRAPHEME-PHONEME REGULARITY AND ITS EFFECTS ON EARLY READING--A PILOT STUDY.

    ERIC Educational Resources Information Center

    FRANKENSTEIN, ROSELYN; KJELDERGAARD, PAUL M.

    A PILOT EXPERIMENT CONDUCTED TO TEST THE EFFECT OF A SPECIALLY DEVISED PHONIC APPROACH TO EARLY READING IS DESCRIBED. THE PHONIC METHOD USED ACHIEVED SOUND-SYMBOL REGULARITY AND HAD THE FOLLOWING CHARACTERISTICS--(1) CONSONANT GRAPHEMES EACH REPRESENTED ONLY ONE SOUND AND WERE PRINTED USING NEARLY STANDARD ALPHABETIC SYMBOLS. (2) EACH VOWEL…

  9. Longitudinal Effect of a Volunteer Tutoring Program on Reading Skills of Students Identified as At-Risk for Reading Failure: A Two-Year Follow-Up Study

    ERIC Educational Resources Information Center

    Burns, Matthew K.; Senesac, Barbara J.; Silberglitt, Benjamin

    2008-01-01

    There is a recent interest in volunteer tutoring programs and research has suggested effectiveness in improving reading skills. Previous research found that the Help One Student to Succeed (HOSTS) volunteer tutoring program increased reading fluency and comprehension over a 5-month interval (Burns, Senesac, & Symington, 2004). The current…

  10. Reminiscence Spike in Reading Recall between the Ages of 8-11: The Influence of Early Memories on Attitudes and Actions

    ERIC Educational Resources Information Center

    Freestone, Margaret; O'Toole, J. Mitchell

    2016-01-01

    An investigation into the recalled reading of 31 environmental educators has uncovered a potential link between early reading and pro-environmental attitudes. The recalled books are not only from the recognised "reminiscence bump" of adolescence and early adulthood, but there also appears to be a spike in recall of books within the…

  11. Efficacy of a Computer-Based Program on Acquisition of Reading Skills of Incarcerated Youth

    ERIC Educational Resources Information Center

    Shippen, Margaret E.; Morton, Rhonda Collins; Flynt, Samuel W.; Houchins, David E.; Smitherman, Tracy

    2012-01-01

    Despite the importance of literacy skill training for incarcerated youth, a very limited number of empirically based research studies have examined reading instruction in correctional facilities. The purpose of this study was to determine whether the Fast ForWord computer-assisted reading program improved the reading and spelling abilities of…

  12. Two Reading Assessments for Youth in Alternative Basic Skills and Livelihood Skills Training Programs

    ERIC Educational Resources Information Center

    Comings, John P.; Strucker, John; Bell, Brenda

    2017-01-01

    This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training…

  13. Going to Bed with Captain Marvel and a Flashlight Is Not a Home Reading Program

    ERIC Educational Resources Information Center

    Greenfeld, Stuart

    1971-01-01

    Described is a home reading program for educationally disadvantaged elementary school children who need motivation to read at home. Principles of behavior change and parent role are the major motivation factors used in developing the children's reading ability. (CB)

  14. Effect of Direct Instruction Programs on Teaching Reading Comprehension to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Parker, Jennifer Leigh Sarratt

    2014-01-01

    The purpose of this quasi experimental research study was to examine the effects of two direct instruction programs, SRA Reading Mastery Signature and SRA Reading Success on reading comprehension skill acquisition of middle school students who qualify as a student with a specific learning disability. Furthermore, the study was used to compare the…

  15. An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs

    ERIC Educational Resources Information Center

    Ascenzi-Moreno, Laura

    2016-01-01

    This study examines how elementary teachers (grades three through five) in dual-language, bilingual programs (Spanish/English) view informal reading inventories (IRIs) to support their students' reading growth. The research, conducted in an urban district in the Northeastern United States, draws on interviews with 20 teachers in these programs.…

  16. Read-To-Achieve Grant Program Annual Report to the Colorado Department of Public Health and Environment.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    Colorado Senate Bill 00-71 and S.B. 00-124 established the Read-to-Achieve Grant Program. The purpose of the program is to solicit proposals from any elementary school, including a charter school, or consortium of schools, to fund research-based intensive reading programs. The funding opportunity was designed specifically for second and third…

  17. Literacy Skills in Children With Cochlear Implants: The Importance of Early Oral Language and Joint Storybook Reading

    PubMed Central

    Ambrose, Sophie E.; Eisenberg, Laurie S.

    2009-01-01

    The goal of this study was to longitudinally examine relationships between early factors (child and mother) that may influence children's phonological awareness and reading skills 3 years later in a group of young children with cochlear implants (N = 16). Mothers and children were videotaped during two storybook interactions, and children's oral language skills were assessed using the “Reynell Developmental Language Scales, third edition.” Three years later, phonological awareness, reading skills, and language skills were assessed using the “Phonological Awareness Test,” the “Woodcock–Johnson-III Diagnostic Reading Battery,” and the “Oral Written Language Scales.” Variables included in the data analyses were child (age, age at implant, and language skills) and mother factors (facilitative language techniques) and children's phonological awareness and reading standard scores. Results indicate that children's early expressive oral language skills and mothers’ use of a higher level facilitative language technique (open-ended question) during storybook reading, although related, each contributed uniquely to children's literacy skills. Individual analyses revealed that the children with expressive standard scores below 70 at Time 1 also performed below average (<85) on phonological awareness and total reading tasks 3 years later. Guidelines for professionals are provided to support literacy skills in young children with cochlear implants. PMID:18417463

  18. Progress of First and Second Language Learners in an Early Intervention Program.

    ERIC Educational Resources Information Center

    Kelly, Patricia R.; And Others

    This report summarizes the results of three studies concerning the Reading Recovery or Descubriendo la Lectura program with first-grade California students. Studies were conducted using state-wide data obtained during 1993-94 programs to determine if the program was an effective intervention for children with difficulty in learning to read. The…

  19. Linear combination reading program for capture gamma rays

    USGS Publications Warehouse

    Tanner, Allan B.

    1971-01-01

    This program computes a weighting function, Qj, which gives a scalar output value of unity when applied to the spectrum of a desired element and a minimum value (considering statistics) when applied to spectra of materials not containing the desired element. Intermediate values are obtained for materials containing the desired element, in proportion to the amount of the element they contain. The program is written in the BASIC language in a format specific to the Hewlett-Packard 2000A Time-Sharing System, and is an adaptation of an earlier program for linear combination reading for X-ray fluorescence analysis (Tanner and Brinkerhoff, 1971). Following the program is a sample run from a study of the application of the linear combination technique to capture-gamma-ray analysis for calcium (report in preparation).

  20. Reading Fluency Instruction for Students at Risk for Reading Failure

    ERIC Educational Resources Information Center

    Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

    2013-01-01

    The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

  1. The Genetic and Environmental Etiologies of Individual Differences in Early Reading Growth in Australia, the United States, and Scandinavia

    PubMed Central

    Christopher, Micaela E.; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.

    2013-01-01

    This first cross-country twin study of individual differences in reading growth from post-kindergarten to post-2nd grade analyzed data from 487 twin pairs from the United States, 267 pairs from Australia, and 280 pairs from Scandinavia. Data from two reading measures were fit to biometric latent growth models. Individual differences for the reading measures at post-kindergarten in the U.S. and Australia were due primarily to genetic influences, and to both genetic and shared environmental influences in Scandinavia. In contrast, individual differences in growth generally had large genetic influences in all countries. These results suggest that genetic influences are largely responsible for individual differences in early reading development. In addition, the timing of the start of formal literacy instruction may affect the etiology of individual differences in early reading development, but have only limited influence on the etiology of individual differences in growth. PMID:23665180

  2. Let's Read Together: Tools for Early Literacy Development for All Young Children

    ERIC Educational Resources Information Center

    Bruns, Deborah A.; Pierce, Corey D.

    2007-01-01

    Early literacy development is the gateway to reading and future academic success. Learning about sound-letter correspondence and basic decoding strategies are but two fundamental skills that have been found to support this later success. In addition, an emphasis on environmental print (e.g., McDonald's, Wal-Mart, Shell) and functional print (e.g.,…

  3. A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools

    ERIC Educational Resources Information Center

    Denton, Carolyn A.; Solari, Emily J.; Ciancio, Dennis J.; Hecht, Steven A.; Swank, Paul R.

    2010-01-01

    This pilot study examined an implementation of a kindergarten summer school reading program in 4 high-poverty urban schools. The program targeted both basic reading skills and oral language development. Students were randomly assigned to a treatment group (n = 25) or a typical practice comparison group (n = 28) within each school; however,…

  4. Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches.

    PubMed

    Torgesen, Joseph K; Wagner, Richard K; Rashotte, Carol A; Herron, Jeannine; Lindamood, Patricia

    2010-06-01

    The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately half of the instruction was delivered by specially trained teachers to prepare students for their work on the computer, and half was delivered by the computer programs. At the end of first grade, there were no differences in student reading performance between students assigned to the different intervention conditions, but the combined-intervention students performed significantly better than control students who had been exposed to their school's normal reading program. Significant differences were obtained for phonemic awareness, phonemic decoding, reading accuracy, rapid automatic naming, and reading comprehension. A follow-up test at the end of second grade showed a similar pattern of differences, although only differences in phonemic awareness, phonemic decoding, and rapid naming remained statistically reliable.

  5. The Read 180 Program: Analysis of Program Effect on the Reading Achievement, Motivation, Engagement, and Self-Efficacy of Sixth Grade Middle School Students

    ERIC Educational Resources Information Center

    Lawson, Sylvia

    2011-01-01

    National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated…

  6. A Guide for Organizing a Volunteer Adult Reading Program (VARP). Second Edition.

    ERIC Educational Resources Information Center

    Guthrie, Chuck

    This guide provides materials to help adult educators in organizing and developing volunteer literacy programs for the functionally illiterate adult. Introductory materials include a brief history of the Volunteer Adult Reading Program (VARP) and the philosophy and rationale of the program. A list of questions and answers follows that are intended…

  7. Designing an EFL Reading Program to Promote Literacy Skills, Critical Thinking, and Creativity

    ERIC Educational Resources Information Center

    Ferrer, Erica; Staley, Kendra

    2016-01-01

    This article details the design and implementation of a reading program in a university EFL setting as a strategy to encourage creativity, critical thinking, collaborative learning, and reading for enjoyment (Anderson & Krathwohl, 2001; Richards & Renandya, 2002). This student-centered project challenged ELLs to address issues such as…

  8. Does silent reading speed in normal adult readers depend on early visual processes? evidence from event-related brain potentials.

    PubMed

    Korinth, Sebastian Peter; Sommer, Werner; Breznitz, Zvia

    2012-01-01

    Little is known about the relationship of reading speed and early visual processes in normal readers. Here we examined the association of the early P1, N170 and late N1 component in visual event-related potentials (ERPs) with silent reading speed and a number of additional cognitive skills in a sample of 52 adult German readers utilizing a Lexical Decision Task (LDT) and a Face Decision Task (FDT). Amplitudes of the N170 component in the LDT but, interestingly, also in the FDT correlated with behavioral tests measuring silent reading speed. We suggest that reading speed performance can be at least partially accounted for by the extraction of essential structural information from visual stimuli, consisting of a domain-general and a domain-specific expertise-based portion. © 2011 Elsevier Inc. All rights reserved.

  9. Evaluation of College Reading and Study Skills Programs; Problems and Approaches.

    ERIC Educational Resources Information Center

    Anderson, William W.

    The purpose of this paper was to bring together some of the most outstanding and significant research in recent years relating to the problems of evaluating college reading and study skills programs and the corresponding prospects and implications for improvement. The sections of the paper include: "Criterion Measures of Program Success," which is…

  10. 77 FR 16551 - Early Retiree Reinsurance Program

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-03-21

    ...] Early Retiree Reinsurance Program AGENCY: Centers for Medicare & Medicaid Services (CMS), HHS. ACTION: Notice. SUMMARY: This notice establishes a timeframe by which plan sponsors participating in the Early... Early Retiree Reinsurance Program (ERRP) which provides reimbursement to eligible sponsors of employment...

  11. Phonics and Semiotics for Early Intervention

    ERIC Educational Resources Information Center

    Lu, Lucia Y.

    2010-01-01

    Clay's Reading Recovery has been one of the most effective one-to-one tutorial sessions. To make the daily lesson more interesting and fully engage the at-risk readers, the author modified Clay's Reading Recovery Program by conceptualizing phonics and semiotics into early intervention. In this case study, three at-risk first graders formed an…

  12. The Relationship of Print Reading in Tier I Instruction and Reading Achievement for Kindergarten Students at Risk of Reading Difficulties

    ERIC Educational Resources Information Center

    Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie; Kent, Shawn C.

    2014-01-01

    For many students at risk of reading difficulties, effective, early reading instruction can improve reading outcomes and set them on a positive reading trajectory. Thus, response-to-intervention models include a focus on a student's Tier I reading instruction as one element for preventing reading difficulties and identifying students with a…

  13. Applying a Reading Program Based on Cognitive Science in Rural Areas of Malawi: Preliminary Results

    ERIC Educational Resources Information Center

    Iyengar, Radhika; Karim, Alia; Chagwira, Florie

    2016-01-01

    Reading fluency is a skill foundational to academic performance, and acquiring this skill in early grades is crucial. Throughout sub-Saharan Africa, reading levels of students are far below grade level, and Malawi is no exception. Research suggests that students, particularly in consistently spelled languages, acquire automaticity most easily by…

  14. Reviewing Core Kindergarten and First-Grade Reading Programs in Light of No Child Left Behind: An Exploratory Study

    ERIC Educational Resources Information Center

    Al Otaiba, Stephanie; Kosanovich-Grek, Marcia L.; Torgesen, Joseph K.; Hassler, Laura; Wahl, Michelle

    2005-01-01

    This article describes the findings of our review process for core reading programs and provides a preliminary rubric emanating from this process for rating core reading programs. To our knowledge, this is the first published review of the current "Reading First" guidelines and includes all five components of scientifically based reading…

  15. Mothers' Attention-Getting Utterances during Shared Book Reading: Links to Low-Income Preschoolers' Verbal Engagement, Visual Attention, and Early Literacy

    ERIC Educational Resources Information Center

    Son, Seung-Hee Claire; Tineo, Maria F.

    2016-01-01

    This study examined associations among low-income mothers' use of attention-getting utterances during shared book reading, preschoolers' verbal engagement and visual attention to reading, and their early literacy skills (N = 51). Mother-child shared book reading sessions were videotaped and coded for each utterance, including attention talk,…

  16. The NIE Home-Based Early Education Program.

    ERIC Educational Resources Information Center

    Gruskin, Susan

    The initial plans for the National Institute of Education (NIE) program in early childhood education are described. The first part of the document contains a discussion of the relationship between planned NIE programs and existing early childhood federal programs. In both planned and existing programs, disadvantaged children are the primary…

  17. Programmed Approach vs. Conventional Approach Using highly Consistent Sound-Symbol System of Reading in Three Primary Grades.

    ERIC Educational Resources Information Center

    Shore, Robert Eugene

    The effects of two primary reading programs using a programed format (with and without audio-supplement) and a conventional format (the program format deprogramed) in a highly consistent sound-symbol system of reading at three primary grade levels were compared, using a pretest, post-test control group design. The degree of suitability of…

  18. Reading Stories to Learn Math: Mathematics Vocabulary Instruction for Children with Early Numeracy Difficulties

    ERIC Educational Resources Information Center

    Hassinger-Das, Brenna; Jordan, Nancy C.; Dyson, Nancy

    2015-01-01

    The present study involved examining whether a storybook reading intervention targeting mathematics vocabulary, such as "equal," "more," and "less," and associated number concepts would increase at-risk children's vocabulary knowledge and number competencies. Children with early numeracy difficulties (N = 124) were…

  19. The Contribution of Short-Term Memory for Serial Order to Early Reading Acquisition: Evidence from a Longitudinal Study

    ERIC Educational Resources Information Center

    Perez, Trecy Martinez; Majerus, Steve; Poncelet, Martine

    2012-01-01

    Early reading acquisition skills have been linked to verbal short-term memory (STM) capacity. However, the nature of this relationship remains controversial because verbal STM, like reading acquisition, depends on the complexity of underlying phonological processing skills. This longitudinal study addressed the relation between STM and reading…

  20. The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek

    PubMed Central

    Manolitsis, George; Grigorakis, Ioannis; Georgiou, George K.

    2017-01-01

    The purpose of this longitudinal study was to examine the role of three morphological awareness (MA) skills (inflection, derivation, and compounding) in word reading fluency and reading comprehension in a relatively transparent orthography (Greek). Two hundred and fifteen (104 girls; Mage = 67.40 months, at kindergarten) Greek children were followed from kindergarten (K) to grade 2 (G2). In K and grade 1 (G1), they were tested on measures of MA (two inflectional, two derivational, and three compounding), letter knowledge, phonological awareness, rapid automatized naming (RAN), and general cognitive ability (vocabulary and non-verbal IQ). At the end of G1 and G2, they were also tested on word reading fluency and reading comprehension. The results of hierarchical regression analyses showed that the inflectional and derivational aspects of MA in K as well as all aspects of MA in G1 accounted for 2–5% of unique variance in reading comprehension. None of the MA skills predicted word reading fluency, after controlling for the effects of vocabulary and RAN. These findings suggest that the MA skills, even when assessed as early as in kindergarten, play a significant role in reading comprehension development. PMID:29081759

  1. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998.

    ERIC Educational Resources Information Center

    Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1998

    1998-01-01

    Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this third volume are: "Relations between Children's Literacy Diets and Genre Development: You…

  2. Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1999.

    ERIC Educational Resources Information Center

    Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 1999

    1999-01-01

    Developed as a vehicle of communication for the Reading Recovery Council of North America, this journal represents an international effort to connect researchers, teachers, and all those interested in early literacy. Articles in the first issue of this fourth volume are: "The Development of Literate Potential in Literature-Based and…

  3. Including English Learners in a Multitiered Approach to Early Reading Instruction and Intervention

    ERIC Educational Resources Information Center

    Fien, Hank; Smith, Jean Louise M.; Baker, Scott K.; Chaparro, Erin; Baker, Doris Luft; Preciado, Jorge A.

    2011-01-01

    Delivering high-quality reading instruction to English language learners (ELLs) in the early grades is one of the most challenging issues facing schools. The report of the National Literacy Panel on Language-Minority Children and Youth (NLP; August & Shanahan, 2006) defined "English language learners" as students who come from language backgrounds…

  4. Understanding Coach-Based Professional Development in "Reading First": How Do Coaches Spend Their Time and How Do Teachers Perceive Coaches' Work?

    ERIC Educational Resources Information Center

    Scott, Sarah E.; Cortina, Kai S.; Carlisle, Joanne F.

    2012-01-01

    The "Reading First" ("RF") program placed emphasis on professional development as a means of improving early elementary reading instruction. For many states literacy coaching was an important component of the professional development provided for teachers. The purpose of this article is to examine coaching in the early years of…

  5. Teacher-Parent Communication and Parents' Ability to Select Reading Material: A Study of a Baggy Book Program

    ERIC Educational Resources Information Center

    Lorenz, Kelley M.

    2013-01-01

    This study examined the effects of a home-reading program on parent-teacher communication and on the ability of parents to select reading material for their children. In this qualitative case study, parents of 4th grade students participated in a reading homework program with their children. Using constructivist theories, the study's…

  6. Electronic Storybooks: A Constructivist Approach to Improving Reading Motivation in Grade 1 Students

    ERIC Educational Resources Information Center

    Ciampa, Katia

    2012-01-01

    This study stemmed from a concern of the perceived decline in students' reading motivation after the early years of schooling. This research investigated the effectiveness of online eBooks on eight grade 1 students' reading motivation. Eight students were given ten 25-minute sessions with the software programs over 15 weeks. Qualitative data were…

  7. A description of the verbal behavior of students during two reading instruction methods

    PubMed Central

    Daly, Patricia M.

    1987-01-01

    The responses of students during two reading methods, the language experience approach and two Mastery Learning programs, were analyzed using verbal operants. A description of student responding was generated for these methods. The purpose of the study was to answer the questions: What are the major controlling variables determining student reading behavior during the language experience approach and two Mastery Learning programs, and how do these controlling variables change across story reading sessions and across stories in the first method? Student responses by verbal operant were compared for both reading methods. Findings indicated higher frequencies of textual operants occurred in responses during the Mastery Learning programs. A greater reliance on intraverbal control was evident in responses during the language experience approach. It is suggested that students who can generate strong intraverbal responses and who may have visual discrimination problems during early reading instruction may benefit from use of the language experience approach at this stage. ImagesFigure 2Figure 3 PMID:22477535

  8. Instruction of Research-Based Comprehension Strategies in Basal Reading Programs

    ERIC Educational Resources Information Center

    Pilonieta, Paola

    2010-01-01

    Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five…

  9. Impact of Childcare Center Programs on Reading Achievement of English Language Learner Students

    ERIC Educational Resources Information Center

    Keil, Valerie

    2017-01-01

    Some children struggle to learn the academic skill of reading. Providing effective assistance to struggling students, especially to English Language Learners (ELLs), can be a challenge for teachers. The purpose of this study was to examine the impact of childcare programs on the reading achievement of ELLs in kindergarten and first grade.…

  10. How Young Children Learn To Read in High/Scope Programs: A Series of Position Papers.

    ERIC Educational Resources Information Center

    High/Scope Educational Research Foundation, Ypsilanti, MI.

    Current debates regarding teaching children to read are centered around the most effective way to establish a foundation for literacy in the early years. This document is comprised of a set of three position papers on how the High/Scope Educational Research Foundation teaches young children to read in its infant-toddler, preschool, and early…

  11. Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

    NASA Astrophysics Data System (ADS)

    Murrah, William M., III

    The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

  12. The Effectiveness of a Self Regulated Learning-Based Training Program on Improving Cognitive and Metacognitive EFL Reading Comprehension of 9th Graders with Reading Disabilities

    ERIC Educational Resources Information Center

    Eissa, Mourad Ali

    2015-01-01

    The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A…

  13. Learning to Read, Reading to Learn; Proceedings from the Transmountain Far West Regional Reading Conference (2nd, Victoria, B.C., 1973).

    ERIC Educational Resources Information Center

    Ollila, Lloyd O., Ed.; And Others

    Nineteen of the papers presented on the theme "Learning to Read, Reading to Learn," are included in this report. Articles on basic considerations in reading instruction are "Children's View of Language,""Early Reading from a Biological Perspective,""Pygmalion in the Reading Circle,""Dealing with…

  14. Confirmatory factor analysis of the Early Arithmetic, Reading, and Learning Indicators (EARLI)☆

    PubMed Central

    Norwalk, Kate E.; DiPerna, James Clyde; Lei, Pui-Wa

    2015-01-01

    Despite growing interest in early intervention, there are few measures available to monitor the progress of early academic skills in preschoolers. The Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) were developed as brief assessments of critical early literacy and numeracy skills. The purpose of the current study was to examine the factor structure of the EARLI probes via confirmatory factor analysis (CFA) in a sample of Head Start preschoolers (N = 289). A two-factor model with correlated error terms and a bifactor model provided comparable fit to the data, although there were some structural problems with the latter model. The utility of the bifactor model for explaining the structure of early academic skills as well as the utility of the EARLI probes as measures of literacy and numeracy skills in preschool are discussed. PMID:24495496

  15. Morpho-syntactic reading comprehension in children with early and late cochlear implants.

    PubMed

    López-Higes, Ramón; Gallego, Carlos; Martín-Aragoneses, María Teresa; Melle, Natalia

    2015-04-01

    This study explores morpho-syntactic reading comprehension in 19 Spanish children who received a cochlear implant (CI) before 24 months of age (early CI [e-CI]) and 19 Spanish children who received a CI after 24 months (late CI [l-CI]). They all were in primary school and were compared to a hearing control (HC) group of 19 children. Tests of perceptual reasoning, working memory, receptive vocabulary, and morpho-syntactic comprehension were used in the assessment. It was observed that while children with l-CI showed a delay, those with e-CI reached a level close to that which was obtained by their control peers in morpho-syntactic comprehension. Thus, results confirm a positive effect of early implantation on morpho-syntactic reading comprehension. Inflectional morphology and simple sentence comprehension were noted to be better in the e-CI group than in the l-CI group. The most important factor in distinguishing between the HC and l-CI groups or the e-CI and l-CI groups was verbal inflectional morphology. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  16. Promoting Reading Motivation by Reading Together

    ERIC Educational Resources Information Center

    Monteiro, Vera

    2013-01-01

    In the present project we tested the hypothesis that tutorial situations with peers would benefit children's reading motivation. Participants were from elementary school--80 fourth-graders and 80 second-graders. We used a questionnaire to assess reading motivation. In the tutorial sessions we developed a Paired Reading Program. The children who…

  17. Reading Programs for Gifted Readers. Learning Package No. 28.

    ERIC Educational Resources Information Center

    Collins, Norma, Comp.; Smith, Carl, Ed.

    Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on reading programs for gifted readers is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC database; a…

  18. The Journey toward Literacy Begins in Infancy: The Reach out and Read Innovation

    ERIC Educational Resources Information Center

    Fahey, Jean Ciborowski; Forman, Judith

    2012-01-01

    Reach Out and Read is an evidence-based nonprofit organization that promotes early literacy and school readiness in pediatric exam rooms throughout the United States by giving new books to children and advice to parents about the importance of reading aloud. The program began in 1989 at what was then called Boston City Hospital, and is now known…

  19. Modeling the Etiology of Individual Differences in Early Reading Development: Evidence for Strong Genetic Influences

    PubMed Central

    Christopher, Micaela E.; Hulslander, Jacqueline; Byrne, Brian; Samuelsson, Stefan; Keenan, Janice M.; Pennington, Bruce; DeFries, John C.; Wadsworth, Sally J.; Willcutt, Erik; Olson, Richard K.

    2012-01-01

    We explored the etiology of individual differences in reading development from post-kindergarten to post-4th grade by analyzing data from 487 twin pairs tested in Colorado. Data from three reading measures and one spelling measure were fit to biometric latent growth curve models, allowing us to extend previous behavioral genetic studies of the etiology of early reading development at specific time points. We found primarily genetic influences on individual differences at post-1st grade for all measures. Genetic influences on variance in growth rates were also found, with evidence of small, nonsignificant, shared environmental influences for two measures. We discuss our results, including their implications for educational policy. PMID:24489459

  20. The Fruitless Effort of Growing a Fruitless Tree: Early Morpho-Orthographic and Morpho-Semantic Effects in Sentence Reading

    ERIC Educational Resources Information Center

    Amenta, Simona; Marelli, Marco; Crepaldi, Davide

    2015-01-01

    In this eye-tracking study, we investigated how semantics inform morphological analysis at the early stages of visual word identification in sentence reading. We exploited a feature of several derived Italian words, that is, that they can be read in a "morphologically transparent" way or in a "morphologically opaque" way…

  1. Sounds, Letters and Meanings: The Independent Influences of Phonological, Morphological and Orthographic Skills on Early Word Reading Accuracy

    ERIC Educational Resources Information Center

    Deacon, S. Helene

    2012-01-01

    This study was designed to examine the independent contributions of phonological awareness, orthographic processing and morphological awareness on early word reading. English-speaking children in Grades 1 and 3 completed measures of these three constructs, as well as standardised measures of real and pseudoword reading and of vocabulary. Each of…

  2. Reading Recovery Program Implementation Year Six, School Year 1995-96. Report of Results and Effectiveness.

    ERIC Educational Resources Information Center

    Schotanus, Helen; And Others

    A study examined the results and effectiveness of the sixth year of the Reading Recovery program in New Hampshire. With the 95 Reading Recovery teachers from previous classes, 38 teachers in the new class, and 4 teacher leaders, a total of 137 teachers taught Reading Recovery during the 1995-96 school year. A total of 693 first-grade children…

  3. Reading Recovery Program Implementation Year Five, School Year 1994-95. Report of Results and Effectiveness.

    ERIC Educational Resources Information Center

    Schotanus, Helen; And Others

    A study examined the results and effectiveness of the fifth year of the Reading Recovery program in New Hampshire. With the 78 Reading Recovery teachers from previous classes, 23 teachers in the new class, and 3 teacher leaders, a total of 104 teachers taught Reading Recovery during the 1994-95 school year. A total of 530 first-grade children…

  4. Emergent Literacy and the Development of the Early Literacy Program Evaluation Guide

    ERIC Educational Resources Information Center

    Grace, Donna J.; Brandt, Mary E.

    2005-01-01

    Early childhood educators believe that schooling for young children should focus on developing the "whole child," socially, emotionally, physically, and academically. Teaching pre-reading skills and encouraging children to read are essential steps on the path of literacy development. A narrow and persistent attention to academics is…

  5. Hey! Somebody Read to Me! Ten Easy Ways to Include Reading Every Day. Family Ties

    ERIC Educational Resources Information Center

    Ulmen, Marie Christine

    2005-01-01

    If a child does not learn to read in the early grades, there are few opportunities for them to catch up. Therefore, the extent of a child's exposure to reading before the early school years is not only important, but critical. In this column, the author suggests ten easy ways to make reading a part of every young child's day: (1) Read and reread…

  6. A Closer Look at a Summer Reading Program: Listening to Students and Parents

    ERIC Educational Resources Information Center

    Compton-Lilly, Catherine; Caloia, Rachel; Quast, Erin; McCann, Kelly

    2016-01-01

    While existing research documents the effectiveness of summer reading programs, little is know about how and to what degree children actually read the books that are sent home or how families engage with these texts. We took this opportunity to dive in and explore what happened when books were sent home to low-income, culturally diverse families.…

  7. Effects of Fit between Teachers' Instructional Beliefs and Didactical Principles of Reading Programs

    ERIC Educational Resources Information Center

    Behrmann, Lars; Souvignier, Elmar

    2015-01-01

    A strategy-based reading promotion program was implemented over a course of 8 months in 65 classes from grades 5 to 7 (student age M?=?11.2 years, SD?=?1.0). It was investigated whether teachers flexibly adapted their pedagogical content beliefs (PCBs) on the teaching of reading according to the instructional principles of the intervention.…

  8. Theory of mind in emerging reading comprehension: A longitudinal study of early indirect and direct effects.

    PubMed

    Atkinson, Lynette; Slade, Lance; Powell, Daisy; Levy, Joseph P

    2017-12-01

    The relation between children's theory of mind (ToM) and emerging reading comprehension was investigated in a longitudinal study over 2.5years. A total of 80 children were tested for ToM, decoding, language skills, and executive function (EF) at Time 1 (mean age=3;10 [years;months]). At Time 2 (mean age=6;03), children's word reading efficiency, language skills, and reading comprehension were measured. Mediation analysis showed that ToM at Time 1, when children were around 4years old, indirectly predicted Time 2 reading comprehension, when children were 6years old, via language ability after controlling for age, nonverbal ability, decoding, EF, and earlier language ability. Importantly, ToM at 4years also directly predicted reading comprehension 2.5years later at 6years. This is the first longitudinal study to show a direct contribution of ToM to reading comprehension in typical development. Findings are discussed in terms of the simple view of reading (SVR); ToM not only supports reading comprehension indirectly by facilitating language but also contributes to it directly over and above the SVR. The potential role of metacognition is considered when accounting for the direct contribution of early ToM to later reading comprehension. Copyright © 2017 Elsevier Inc. All rights reserved.

  9. Measuring the Success of a Summer Reading Program: A Five-Year Study

    ERIC Educational Resources Information Center

    Liljequist, Laura; Stone, Staci

    2009-01-01

    Students were surveyed about a first-year summer reading program (SRP) at Murray State University, a regional, comprehensive university, for five consecutive years. Data are presented on how well the program met five stated goals: (a) providing a common academic experience for incoming first-year students, (b) introducing students to intellectual…

  10. The Manhattan Project: Combined Resources for a Diversified Secondary School Reading Program.

    ERIC Educational Resources Information Center

    Ince, Elizabeth; Colwell, Clyde G.

    A secondary school reading program initiated at Manhattan (Kansas) High School and involving the efforts of teachers, students, administrators, members of the board of education, and faculty members of Kansas State University is described in this paper. The first section of the paper provides background information about the program, which…

  11. Description of the KEEP Reading Curriculum, 1975-76. Technical Report No. 43.

    ERIC Educational Resources Information Center

    Au, Kathryn H.

    The Kamehameha Early Education Program (KEEP) is a research and development program designed to develop, demonstrate, and disseminate methods for improving the education of Hawaiian and part-Hawaiian children; this report contains a description of the reading curriculum used in the KEEP demonstration school during the 1975-76 school year. The…

  12. The Uses and Limits of Social Reinforcement and Industriousness for Learning to Read. Technical Report #60.

    ERIC Educational Resources Information Center

    Tharp, Roland G.; Gallimore, Ronald

    This report describes a study of the use of social reinforcement to increase the industriousness, and subsequently the reading competence, of children in the kindergarten through third grade classes of the Kamehameha Early Education Program (KEEP) demonstration school. Teacher behaviors, pupil industriousness, and pupil reading performance were…

  13. On the efficacy of a computer-based program to teach visual Braille reading.

    PubMed

    Scheithauer, Mindy C; Tiger, Jeffrey H; Miller, Sarah J

    2013-01-01

    Scheithauer and Tiger (2012) created an efficient computerized program that taught 4 sighted college students to select text letters when presented with visual depictions of Braille alphabetic characters and resulted in the emergence of some braille reading. The current study extended these results to a larger sample (n = 81) and compared the efficacy and efficiency of the instructional program using 2 different response modalities. One variation of the program required a response in a multiple-choice format, and the other variation required a keyed response. Both instructional programs resulted in increased braille letter identification and braille reading. These skills were maintained at a follow-up session 7 to 14 days later. The mean time needed to complete the program was 22.8 min across participants. Implications of these results for future research, as well as practical implications for teaching the braille alphabet, are discussed. © Society for the Experimental Analysis of Behavior.

  14. Preventing Early Reading Failure: An Argument

    ERIC Educational Resources Information Center

    Morris, Darrell

    2015-01-01

    Across the pendulum-like changes in beginning reading instruction over the past 30 years, three interrelated ideas emerge as the key to preventing reading failure in kindergarten and first grade: (1) an interesting, carefully-leveled book curriculum; (2) a leveled phonics curriculum; and (3) a well-trained teacher who knows how to integrate guided…

  15. A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool through Third Graders at Risk for Reading Difficulties

    PubMed Central

    Swanson, Elizabeth A.; Wanzek, Jeanne; Petscher, Yaacov; Vaughn, Sharon; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Katie

    2012-01-01

    A synthesis and meta-analysis of the extant research on the effects of storybook read aloud interventions for children at-risk for reading difficulties ages 3–8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read aloud instruction has been examined using dialogic reading, repeated reading of stories, story reading with limited questioning before, during, and/or after reading, computer assisted story reading, and story reading with extended vocabulary activities. Significant, positive effects on children’s language, phonological awareness, print concepts, comprehension, and vocabulary outcomes were found. Despite the positive effects for read aloud interventions, only a small amount of outcome variance was accounted for by intervention type. PMID:21521868

  16. An Early Reader Two Decades Later: A Follow-Up Case Study on the Metacognitive Reading Strategies of "Jan"

    ERIC Educational Resources Information Center

    Brenna, Beverley A.

    2011-01-01

    This is a follow-up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in "Reading", 29 (2), 30-33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six-year-old…

  17. The Early Impact Program: An Early Intervention and Prevention Program for Children and Families At-Risk of Conduct Problems

    ERIC Educational Resources Information Center

    Larmar, Stephen; Gatfield, Terry

    2007-01-01

    The Early Impact (EI) program is an early intervention and prevention program for reducing the incidence of conduct problems in pre-school aged children. The EI intervention framework is ecological in design and includes universal and indicated components. This paper delineates key principles and associated strategies that underpin the EI program.…

  18. Secondary Content Area Reading: Challenging Sell for Professors in Teacher Education Programs

    ERIC Educational Resources Information Center

    Almerico, Gina M.

    2011-01-01

    Candidates in teacher education programs who are training to become secondary education content area teachers are required in most programs to enroll in a class dealing with teaching reading in the content areas. A number of these candidates reluctantly attend these courses and question the appropriateness of the content they are required to…

  19. Readers of the Round Table: The 1998 Joint Kentucky - Arizona Reading Program.

    ERIC Educational Resources Information Center

    Kentucky State Dept. for Libraries and Archives, Frankfort.

    Intended to encourage children of all ages to read over the summer, this manual presents library-based programs, crafts, displays, and events with a medieval theme. The chapters of the manual are: (1) Introductory Materials; (2) Goals, Objectives and Evaluation; (3) Getting Started; (4) Common Program Structures; (5) Planning Timeline; (6)…

  20. Monster Moose Reading.

    ERIC Educational Resources Information Center

    Finney, Frank

    Monster Moose (MM) Reading is a program specifically aimed at improving children's language, beginning reading, and self-concept development through the creation and utilization of student-authored reading materials which feature a series of wordless picture books about a magical moose. The MM Program is based on the following general principles…

  1. From "At Risk" to "At Promise": An Evaluation of an Early Reading First Project

    ERIC Educational Resources Information Center

    Zoll, Susan Marie

    2012-01-01

    This study demonstrates the impact of an Early Reading First intervention on preschool children's language and literacy development using an ex post facto, causal-comparative research design. The project's professional development model was evaluated to produce a process and outcome evaluation to answer two overarching research questions: (1) What…

  2. Classroom Teachers' Feelings and Experiences in Teaching Early Reading and Writing: A Phenomenological Study

    ERIC Educational Resources Information Center

    Bastug, Muhammet

    2016-01-01

    The current study aimed to reveal classroom teachers' feelings and experiences in teaching early reading and writing. Phenomenological research design was applied in the qualitative research methodology of the study. The participants of the study were 15 classroom teachers working in different cities. The data were collected through…

  3. RAN as a predictor of reading skills, and vice versa: results from a randomised reading intervention.

    PubMed

    Wolff, Ulrika

    2014-07-01

    Although phonemic awareness is a well-known factor predicting early reading development, there is also evidence that Rapid Automatized Naming (RAN) is an independent factor that contributes to early reading. The aim of this study is to examine phonemic awareness and RAN as predictors of reading speed, reading comprehension and spelling for children with reading difficulties. It also investigates a possible reciprocal relationship between RAN and reading skills, and the possibility of enhancing RAN by intervention. These issues are addressed by examining longitudinal data from a randomised reading intervention study carried out in Sweden for 9-year-old children with reading difficulties (N = 112). The intervention comprised three main elements: training of phonics, reading comprehension strategies and reading speed. The analysis of the data was carried out using structural equation modelling. The results demonstrated that after controlling for autoregressive effects and non-verbal IQ, RAN predicts reading speed whereas phonemic awareness predicts reading comprehension and spelling. RAN was significantly enhanced by training and a reciprocal relationship between reading speed and RAN was found. These findings contribute to support the view that both phonemic awareness and RAN independently influence early phases of reading, and that both are possible to enhance by training.

  4. Secondary Students' Reading Attitudes and Achievement in a Scaffolded Silent Reading Program versus Traditional Sustained Silent Reading

    ERIC Educational Resources Information Center

    West, Chandra Lorene

    2010-01-01

    This study explored the reading attitudes and achievement, as well as genre knowledge, of tenth, eleventh, and twelfth-grade students who participated in Scaffolded Silent Reading, Sustained Silent Reading, or a control group. The Reading and You attitude survey, Degrees of Reading Power achievement measure, and Genre Assessment were administered…

  5. Parents Using Explicit Reading Instruction with Their Children At-Risk for Reading Difficulties

    ERIC Educational Resources Information Center

    McConnell, Bethany M.; Kubina, Rick

    2016-01-01

    Kindergarten students at-risk for reading difficulties were selected for participation in a parent implemented reading program. Each parent provided instruction to his or her child using the reading program "Teach Your Child to Read in 100 Easy Lessons" ("TYCTR"; Engelmann, Haddox, & Bruner, 1983). Parents were expected to…

  6. Reading: The Human Touch.

    ERIC Educational Resources Information Center

    Roswell, Florence G.

    1978-01-01

    Reading programs must be reassessed, and fragmented, isolated, and repetitive exercises must be eliminated. The goal of any reading program is to get the child to experience the joys of reading and learning. (Author/WI)

  7. Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language

    PubMed Central

    Ching, Teresa Y.C.; Crowe, Kathryn; Day, Julia; Seeto, Mark

    2013-01-01

    This research investigated the concurrent association between early reading skills and phonological awareness (PA), print knowledge, language, cognitive, and demographic variables in 101 5-year-old children with prelingual hearing losses ranging from mild to profound who communicated primarily using spoken language. All participants were fitted with hearing aids (n = 71) or cochlear implants (n = 30). They completed standardized assessments of PA, receptive vocabulary, letter knowledge, word and non-word reading, passage comprehension, math reasoning, and nonverbal cognitive ability. Multiple regressions revealed that PA (assessed using judgments of similarity based on words’ initial or final sounds) made a significant, independent contribution to children’s early reading ability (for both letters and words/non-words) after controlling for variation in receptive vocabulary, nonverbal cognitive ability, and a range of demographic variables (including gender, degree of hearing loss, communication mode, type of sensory device, age at fitting of sensory devices, and level of maternal education). Importantly, the relationship between PA and reading was specific to reading and did not generalize to another academic ability, math reasoning. Additional multiple regressions showed that letter knowledge (names or sounds) was superior in children whose mothers had undertaken post-secondary education, and that better receptive vocabulary was associated with less severe hearing loss, use of a cochlear implant, and earlier age at implant switch-on. Earlier fitting of hearing aids or cochlear implants was not, however, significantly associated with better PA or reading outcomes in this cohort of children, most of whom were fitted with sensory devices before 3 years of age. PMID:24563553

  8. Compacted Approach to Reading (CAR): An Intervention Program for At-Risk Beginning Readers.

    ERIC Educational Resources Information Center

    Gettys, Cynthia M.

    A study determined the initial success of the Compacted Approach to Reading (CAR) program as measured at the end of the program's pilot year. Subjects were 21 first graders and 7 second graders in Tennessee identified and recommended by their first and second grade classroom teacher. The CAR program was developed based on concepts observed in the…

  9. An Examination of the Efficacy of a Multitiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties.

    PubMed

    Fien, Hank; Smith, Jean Louise M; Smolkowski, Keith; Baker, Scott K; Nelson, Nancy J; Chaparro, Erin

    2015-01-01

    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 Stanford Achievement Test-10th Edition scores (31st percentile and above = Tier 1; from the 10th to the 30th percentile = Tier 2). In both conditions, students identified as at risk (i.e., Tier 2; n = 267) received 90 min of whole group instruction (Tier 1) and an additional 30 min of daily small group intervention (Tier 2). In the treatment condition, teachers were trained to enhance core reading instruction by making instruction more explicit and increasing practice opportunities for students in Tier 1. In addition, at-risk readers were provided an additional 30-min daily small group intervention with content that was highly aligned with the Tier 1 core reading program. Results indicate significant, positive effects of the intervention on students' decoding and first semester fluent reading and potentially positive effects on reading comprehension and total reading achievement. © Hammill Institute on Disabilities 2014.

  10. Cognitive Preconditions of Early Reading and Spelling: A Latent-Variable Approach with Longitudinal Data

    ERIC Educational Resources Information Center

    Preßler, Anna-Lena; Könen, Tanja; Hasselhorn, Marcus; Krajewski, Kristin

    2014-01-01

    The aim of the present study was to empirically disentangle the interdependencies of the impact of nonverbal intelligence, working memory capacities, and phonological processing skills on early reading decoding and spelling within a latent variable approach. In a sample of 127 children, these cognitive preconditions were assessed before the onset…

  11. Effects of Intradistrict School Mobility and High Student Turnover Rates on Early Reading Achievement

    ERIC Educational Resources Information Center

    LeBoeuf, Whitney A.; Fantuzzo, John W.

    2018-01-01

    The primary aim of this study was to assess the relations between concurrent, cumulative, and contextual intradistrict school mobility and early reading achievement. Longitudinal administrative school records were used for an entire cohort of students in a large urban district from first through third grade. Findings indicated that students with a…

  12. Children's Art Carnival Creative Reading Program 1986-87. E.C.I.A. Chapter I Final Evaluation Report.

    ERIC Educational Resources Information Center

    Guerrero, Frank; And Others

    The Children's Art Carnival (CAC) Creative Reading Program, a community arts and educational organization, combines instruction in reading with art activities. Operating in sites in Manhattan and Queens, New York, the program served 294 second to sixth grade students during the 1986-1987 school year. Students who scored poorly on the Degrees of…

  13. Measuring the Effects of Reading Assistance Dogs on Reading Ability and Attitudes in Elementary Schoolchildren

    ERIC Educational Resources Information Center

    Lenihan, Dawn; McCobb, Emily; Diurba, Amanda; Linder, Deborah; Freeman, Lisa

    2016-01-01

    Reading assistance dogs can be incorporated into reading programs to increase a child's desire and ability to read. However, more data is needed to demonstrate the effectiveness of such programs. A 5-week reading assistance dog program was implemented to assess feasibility and effectiveness. Participants included 18 children entering the 2nd grade…

  14. An Analysis of Two Reading Intervention Programs: How Do the Words, Texts, and Programs Compare?

    ERIC Educational Resources Information Center

    Murray, Maria S.; Munger, Kristen A.; Hiebert, Elfrieda H.

    2014-01-01

    In this study, the student texts and teacher guides of two reading intervention programs for at-risk, first-grade students were analyzed and compared: Fountas and Pinnell's "Leveled Literacy Intervention" (LLI) and Scott Foresman's "My Sidewalks" (MS). The analyses drew on the framework of available theory and…

  15. Reading Practice in Irish Primary Classrooms: Too Simple a View of Reading?

    ERIC Educational Resources Information Center

    Concannon-Gibney, Tara; Murphy, Brian

    2010-01-01

    This article investigates issues surrounding the adoption of the "simple view" of reading. While this theory of the reading process has recently been espoused as the official view of early reading instruction in England, a recent Irish study, discussed in this article, indicated that this view of reading is also widespread among Irish…

  16. E.C.I.A. Chapter 1 Children's Art Carnival Creative Reading Program: 1985-86. Final Evaluation Report.

    ERIC Educational Resources Information Center

    New York City Board of Education, Brooklyn. Office of Educational Assessment.

    The Children's Art Carnival (CAC) Creative Reading Program combines instruction in reading with art activities, as well as providing the services of a social worker and psychological externs. Operating in sites in Manhattan and Queens, New York, the program served 319 second to sixth grade students during the 1985-86 school year. Students who…

  17. Beyond the One-Hour Outreach Talk: Introducing a Reading and Writing Program into a High School Science Class

    NASA Astrophysics Data System (ADS)

    Ratay, Douglas L.; Schairer, Ashley; Garland, Catherine A.; Gomez-Martin, Cynthia

    We present a discussion of a newly implemented one-year program that brings high-level science reading and writing into a remedial high school science class. In the program, articles from publications such as Scientific American and Astronomy magazines are used to teach current science topics and to reinforce reading and writing skills. These skills are critical for general knowledge, literacy, and for passing state standardized tests. Members of the astronomy community act as "writing coaches" to help guide the students through the reading and writing process. This program illustrates one way that astronomers can become involved with underserved populations.

  18. Maryland Reading First.

    ERIC Educational Resources Information Center

    Maryland State Dept. of Education, Baltimore.

    In years past, Maryland has provided little guidance toward adoption and implementation of Scientifically Based Reading Research (SBRR) programs. Only recently, with the implementation of the Comprehensive School Reform Demonstration program and the Reading Excellence Act (REA) program, have schools or local education agencies been required to…

  19. 34 CFR 303.11 - Early intervention service program.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 2 2014-07-01 2013-07-01 true Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

  20. 34 CFR 303.11 - Early intervention service program.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 2 2013-07-01 2013-07-01 false Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

  1. 34 CFR 303.11 - Early intervention service program.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 2 2012-07-01 2012-07-01 false Early intervention service program. 303.11 Section 303... EDUCATION AND REHABILITATIVE SERVICES, DEPARTMENT OF EDUCATION EARLY INTERVENTION PROGRAM FOR INFANTS AND TODDLERS WITH DISABILITIES General Definitions Used in This Part § 303.11 Early intervention service...

  2. Early Program Development

    NASA Image and Video Library

    1969-01-01

    As part of the Space Task Group's recommendations for more commonality and integration in America's space program, Marshall Space Flight Center engineers proposed an orbiting propellant storage facility to augment Space Shuttle missions. In this artist's concept from 1969 an early version of the Space Shuttle is shown refueling at the facility.

  3. Nurturing Reading Proficiency of Pupils through Phonics: Entrepreneurial Opportunities for Early Childhood Educators in Nigeria

    ERIC Educational Resources Information Center

    Shoaga, Opeyemi; Akintola, Olugbenga Adeyanju; Okpor, Christiana Isiwat

    2017-01-01

    Nurturing reading proficiency among the Nigerian children has become pivotal to a functional and development-oriented education. The place of phonics in achieving this strategic goal seems unquestionable with attendant entrepreneurial opportunities for early childhood educators. This study therefore, investigates the influence of phonics in…

  4. Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention

    ERIC Educational Resources Information Center

    Schwartz, Robert M.

    2005-01-01

    This study investigated the effectiveness and efficiency of the Reading Recovery early intervention. At-risk 1st-grade students were randomly assigned to receive the intervention during the 1st or 2nd half of the school year. High-average and low-average students from the same classrooms provided additional comparisons. Thirty-seven teachers from…

  5. The Effects of an Extensive Reading Program on Improving English as Foreign Language Proficiency in University Level Education

    ERIC Educational Resources Information Center

    Alzu'bi, Mohammad Akram

    2014-01-01

    This study aimed at investigating the impact of extensive reading on improving reading proficiency. The study tried to find the effect of ER on EFL student's reading, vocabulary and grammar. The researcher designed two instruments; a program based on the extensive reading strategy and general test. Forty-one university students who study English…

  6. Content Knowledge Reading Assessment: A Policy Change Impacting Elementary Education Candidates' Preparation

    ERIC Educational Resources Information Center

    Rutherford, Angela; Carter, LeAnn; Riley, Monica; Platt, Sara

    2017-01-01

    This article examines data from three educator preparation programs in one southern state prior to a new licensure policy requirement for elementary education teachers. Previously, the state required educator preparation programs to offer two 3-hour courses focused on early literacy and a total of fifteen hours in reading and/or language arts…

  7. Assessing the Impact of Reading First Programs on Student Achievement in K-3 Classrooms in Selected Mississippi Schools

    ERIC Educational Resources Information Center

    Day-Meeks, Angel LaKease

    2011-01-01

    This study investigated the implementation and impact of Reading First programs in 8 elementary schools across the state of Mississippi. The study assessed how principals, literacy coaches, and kindergarten through third grade teachers perceived the implementation of the Reading First program at their respective schools. Data from these three…

  8. A Survey of College Reading Programs in New York State: Diagnosis, Placement and Program Components.

    ERIC Educational Resources Information Center

    Malinowski, Patricia A.

    In February 1988, a survey was conducted to examine placement procedures and developmental reading programs at two- and four-year colleges in New York State. Surveys were mailed to 30 two-year colleges and 28 four-year colleges, requesting information on the placement tests and cut-off scores used; types of additional diagnostic testing; course…

  9. THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE

    PubMed Central

    AL OTAIBA, STEPHANIE; HOSP, JOHN L.; SMARTT, SUSAN; DOLE, JANICE A.

    2011-01-01

    The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers’ knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive. PMID:23794791

  10. THE CHALLENGING ROLE OF A READING COACH, A CAUTIONARY TALE.

    PubMed

    Al Otaiba, Stephanie; Hosp, John L; Smartt, Susan; Dole, Janice A

    2008-04-01

    The purpose of this case study is to describe the challenges one coach faced during the initial implementation of a coaching initiative involving 33 teachers in an urban, high-poverty elementary school. Reading coaches are increasingly expected to play a key role in the professional development efforts to improve reading instruction in order to improve reading achievement for struggling readers. Data sources included initial reading scores for kindergarten and first-graders, pretest and posttest scores of teachers' knowledge, a teacher survey, focus group interviews, project documents, and field notes. Data were analyzed using a mixed methods approach. Findings revealed several challenges that have important implications for research and practice: that teachers encountered new information about teaching early reading that conflicted with their current knowledge, this new information conflicted with their core reading program, teachers had differing perceptions of the role of the reading coach that affected their feelings about the project, and reform efforts are time-intensive.

  11. Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. Yearbook in Early Childhood Education Series, Volume 6.

    ERIC Educational Resources Information Center

    Garcia, Eugene E., Ed.; And Others

    Geared toward early childhood educators, reading and writing teachers, bilingual and English as a Second Language teachers, and to courses in these fields, this yearbook examines the issues of linguistic and cultural diversity in early childhood programs. Following an introduction (Eugene Garcia and Barry McLaughlin) on the cultural context…

  12. Scientifically Based Reading Research Strategies in the Preschool Classroom: An Investigation into Quality Early Childhood Reading Practices and Literacy Acquisition in One Northern Michigan Early Reading First Program

    ERIC Educational Resources Information Center

    McCool, Yvonne Donohoe

    2013-01-01

    A growing body of research has emerged to support the concept of providing early childhood education as a quality investment for our children, unlocking early potential and creating lasting impacts related to school success and beyond. Several landmark studies indicated that a quality education targeted at our youngest learners has the ability to…

  13. Reading and Writing of First-Grade Students in a Restructured Chapter 1 Program.

    ERIC Educational Resources Information Center

    Hiebert, Elfrieda H.; And Others

    1992-01-01

    Effects of a restructured Chapter 1 program (RCP) on 45 first graders' literacy were examined. RCP students could read a primer fluently and performed better than comparison groups (students in the regular Chapter 1 program and classroom peers). Improvement was particularly apparent for those with the lowest initial readiness scores. (SLD)

  14. An Evaluation of the Right to Read Inexpensive Book Distribution Program. Executive Summary.

    ERIC Educational Resources Information Center

    General Research Corp., McLean, VA.

    This document is an executive summary of a study examining the Inexpensive Book Distribution Program (IBDP), a federally funded and sponsored program operated by Reading is Fundamental (RIF). Sections of the report provide the following information: (1) methodology and procedures for conducting the study, (2) a brief description of RIF national…

  15. The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers.

    PubMed

    Saiegh-Haddad, Elinor; Taha, Haitham

    2017-11-01

    The study is a cross-sectional developmental investigation of morphological and phonological awareness in word spelling and reading in Arabic in reading-accuracy disabled (RD) children and in age-matched typically developing (TR) controls in grades 1-4 (N = 160). Morphological awareness tasks targeted the root and word pattern derivational system of Arabic, in both the oral and the written modalities. Phonological awareness employed a variety of orally administered segmentation and deletion tasks. The results demonstrated early deficits in morphological awareness, besides deficits in phonological awareness, in RD children as compared with typically developing controls, as well as in word and pseudoword spelling and reading (voweled and unvoweled). While phonological awareness emerged as the strongest predictor of reading, morphological awareness was also found to predict unique variance in reading, and even more so in spelling, beyond phonological awareness and cognitive skills. The results demonstrate the early emergence of morphological awareness deficits, alongside phonological deficits in Arabic RD, as well as the role of morphological processing in early reading and spelling. These findings reflect the centrality of derivational morphology in the structure of the spoken and the written Arabic word. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

  16. Early Program Development

    NASA Image and Video Library

    1969-01-01

    This 1969 artist's concept illustrates the use of three major elements of NASA's Integrated program, as proposed by President Nixon's Space Task Group. In Phases I and II, a Space Tug with a manipulator-equipped crew module removes a cargo module from an early Space Shuttle Orbiter and docks with it. In Phases III and IV, the Space Tug with attached cargo module flys toward a Nuclear Shuttle. As a result of the Space Task Group's recommendations for more commonality and integration in the American space program, Marshall Space Flight Center engineers studied many of the spacecraft depicted here.

  17. The Formula Phonics Reading Chain Program at Patterson Road Elementary School; A Video Trip to Patterson Road School.

    ERIC Educational Resources Information Center

    Integrative Learning Systems, Inc., Glendale, CA.

    A new kind of reading-language processing system, which has been in use at the Patterson Road School (Orcutt, California) since December 1972, is described in this document. The program consists of two ungraded reading chains of twelve groups each (determined by reading comprehension) which meet for 45 minutes daily, read material above the…

  18. Reading Recovery versus Informal Reading Instruction on the Reading Achievement of Preschoolers at the End of First Grade.

    ERIC Educational Resources Information Center

    Jelks-Emmanuel, Merry

    A study examined the effectiveness of a Reading Recovery program. Subjects, 14 first-grade students who received the Reading Recovery program and 20 first-grade students who did not receive the program, were administered the Iowa Tests of Basic Skills in the spring of 1994. The subject population was comprised of 100% minority students attending…

  19. Early Program Development

    NASA Image and Video Library

    1970-01-01

    This artist's concept from 1970 shows a Nuclear Shuttle docked to an Orbital Propellant Depot and an early Space Shuttle. As envisioned by Marshall Space Flight Center Program Development plarners, the Nuclear Shuttle, in either manned or unmanned mode, would deliver payloads to lunar orbit or other destinations then return to Earth orbit for refueling and additonal missions.

  20. A Primary Approach to Reading: Review of Early Literacy Interventions Implemented in Pediatric Settings

    ERIC Educational Resources Information Center

    Ogg, Julia A.; Sundman-Wheat, Ashley N.; Bateman, Lisa P.

    2012-01-01

    Children who begin school with less developed early literacy skills often have a difficult time catching up to their peers, and children who are poor readers in the first few years of school continue struggling with reading when compared with their peers at later grades. Before school entry, schools may be limited in their regular access to…

  1. An Examination of the Influences of a Teacher Preparation Program on Beginning Teachers' Reading Instruction

    ERIC Educational Resources Information Center

    Clark, Sarah K.; Jones, Cindy D.; Reutzel, D. Ray; Andreasen, Lindi

    2013-01-01

    In this study, we tracked elementary preservice teachers' (N = 41) perceived ability to teach reading as they moved through their teacher preparation program. After graduation, we conducted follow-up teaching observations and interviews with five of these novice teachers to explore their perceptions about their ability to teach reading. An…

  2. Reading Computer Programs: Instructor’s Guide to Exercises

    DTIC Science & Technology

    1990-08-01

    activities that underlie effective writing, many of which are similar to those underlying software development . The module draws on related work in a number...Instructor’s Guide and Exercises Abstract: The ability to read and understand a computer program is a criti- cal skill for the software developer , yet this...skill is seldom developed in any systematic way in the education or training of software professionals. These materials discuss the importance of

  3. The Relations between Early Working Memory Abilities and Later Developing Reading Skills: A Longitudinal Study from Kindergarten to Fifth Grade

    ERIC Educational Resources Information Center

    Nevo, Einat; Bar-Kochva, Irit

    2015-01-01

    This study investigated the relations of early working-memory abilities (phonological and visual-spatial short-term memory [STM] and complex memory and episodic buffer memory) and later developing reading skills. Sixty Hebrew-speaking children were followed from kindergarten through Grade 5. Working memory was tested in kindergarten and reading in…

  4. Beyond Cognition: Reading Motivation and Reading Comprehension

    PubMed Central

    Wigfield, Allan; Gladstone, Jessica; Turci, Lara

    2016-01-01

    The authors review research on children’s reading motivation and its relation to their reading comprehension. They begin by discussing work on the development of school motivation in general and reading motivation in particular, reviewing work showing that many children’s reading motivation declines over the school years. Girls tend to have more positive motivation for reading than do boys, and there are ethnic differences in children’s reading motivation. Over the last 15 years researchers have identified in both laboratory and classroom-based research instructional practices that positively impact students’ reading motivation and ultimately their reading comprehension. There is a strong need for researchers to build on this work and develop and study in different age groups of children effective classroom-based reading motivation instructional programs for a variety of narrative and informational materials. PMID:27617030

  5. Volunteer Adult Basic Reading Tutorial Program: Final Special Demonstration Project Report.

    ERIC Educational Resources Information Center

    Literacy Volunteers, Inc., Syracuse, NY.

    A demonstration project established eight self-supporting, volunteer-staffed adult basic reading tutorial programs in Connecticut, seven in Massachusetts, and one in central New York city. Literacy Volunteers of America (LVA) tutors also helped adult basic education students, tutored inmates and trained inmate tutors in correctional institutions,…

  6. READING MANUAL, A GUIDEBOOK FOR ILLINOIS WORKSHOPS IN READING REMEDIATION.

    ERIC Educational Resources Information Center

    COVEY, CATHERINE

    THE IMPORTANCE OF ADAPTING READING INSTRUCTION TO EACH CHILD'S NEEDS IS STRESSED IN THIS HANDBOOK FOR TEACHERS OF REMEDIAL READING. INFORMATION IS ORGANIZED AROUND SIX TOPICS--(1) THE NATURE OF THE READING PROCESS, (2) CRITERIA FOR A GOOD ELEMENTARY READING PROGRAM, (3) REMEDIAL READERS, THE SYMPTOMS AND CAUSES (PHYSICAL, INTELLECTUAL,…

  7. Associations between reading achievement and independent reading in early elementary school: A genetically-informative cross-lagged study

    PubMed Central

    Harlaar, Nicole; Deater-Deckard, Kirby; Thompson, Lee A.; DeThorne, Laura S.; Petrill, Stephen A.

    2013-01-01

    This study used a cross-lagged twin design to examine reading achievement and independent reading from 10 to 11 years (n = 436 twin pairs). Reading achievement at age 10 significantly predicted independent reading at age 11. The alternative path, from independent reading at age 10 to reading achievement at age 11, was not significant. Individual differences in reading achievement and independent reading at both ages were primarily due to genetic influences. Furthermore, individual differences in independent reading at age 11 partly reflected genetic influences on reading achievement at age 10. These findings suggest that genetic influences that contribute to individual differences in children’s reading abilities also influence the extent to which children actively seek out and create opportunities to read. PMID:22026450

  8. Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): a comprehensive, fluency-based reading intervention program.

    PubMed

    Wolf, M; Miller, L; Donnelly, K

    2000-01-01

    The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.

  9. Reading Incentive Programs with Pizzazz

    ERIC Educational Resources Information Center

    Hall, Michelle

    2009-01-01

    This article illustrates how the use of the basic elements of a story can help create an event that will stimulate imagination and encourage further reading. Margaret Robison, the librarian at the Virginia School for the Deaf and the Blind (VSDB) in Staunton, Virginia, decided that for Teen Read Week she would use a popular series as a bridge to…

  10. Implementing a Year-Long Reading While Listening Program for Japanese University EFL Students

    ERIC Educational Resources Information Center

    Gobel, Peter; Kano, Makimi

    2014-01-01

    This paper describes the implementation and evaluation of a year-long reading while listening (RWL) program run for university first-year students at a private university in Japan. The program was developed to give students practice in listening to a large volume of spoken English--a practice that the majority of Japanese students lack. The…

  11. Early Program Development

    NASA Image and Video Library

    1971-01-01

    This 1971 artist's concept shows a Nuclear Shuttle and an early Space Shuttle docked with an Orbital Propellant Depot. As envisioned by Marshall Space Flight Center Program Development persornel, an orbital modular propellant storage depot, supplied periodically by the Space Shuttle or Earth-to-orbit fuel tankers, would be critical in making available large amounts of fuel to various orbital vehicles and spacecraft.

  12. Interactive Book Reading: Promoting Emergent Literacy Skills in Preschool Children through a Parent Training Program

    ERIC Educational Resources Information Center

    Woods, Latasha S.

    2017-01-01

    This pilot study examined the effects of the Interactive Book Reading at Home (IBR; Wasik, 2009) parent training program on the emergent literacy skills of preschool children and parent beliefs about reading. A quasi-experimental, pretest and posttest design was utilized. Twenty parent-child dyads were randomly assigned to a control or treatment…

  13. Preparing Beginning Reading Teachers: An Experimental Comparison of Initial Early Literacy Field Experiences

    ERIC Educational Resources Information Center

    Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

    2012-01-01

    This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor…

  14. Leadership in Reading Instruction.

    ERIC Educational Resources Information Center

    Vornberg, James A.; Sampson, Michael

    A study examined the leadership and management of reading programs from the viewpoint of principals and reading teachers. A questionnaire designed to describe and evaluate the reading programs in their schools was completed by 153 principals and teachers from public and private schools. Analysis of the results indicates that the nation's reading…

  15. Scripted or Non-Scripted: A Comparative Analysis of Two Reading Programs

    ERIC Educational Resources Information Center

    Bosen, Pamela K.

    2014-01-01

    The focus of this quantitative comparative study was to analyze school achievement on third-grade reading assessments in 60 similar schools over a three-year period on Washington state standardized criterion-referenced assessments. This study provides statistical data showing the non-scripted programs were consistent for all three years while…

  16. Read Across Texas! 2002 Texas Reading Club Manual.

    ERIC Educational Resources Information Center

    Edgmon, Missy; Ferate-Soto, Paolo; Foley, Lelana; Hager, Tina; Heard, Adriana; Ingham, Donna; Lopez, Nohemi; McMahon, Dorothy; Meyer, Sally; Parrish, Leila; Rodriguez-Gibbs, Josefina; Moreyra-Torres, Maricela; Travis, Gayle; Welch, Willy

    The goal of the Texas Reading Club is to encourage the children of Texas to become library users and lifelong readers. This manual was created for the 2002 Texas Reading Club, a program of the Texas State Library and Archives Commission. The theme, "Read Across Texas!" invites children to explore the history, geography, and culture of…

  17. Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study

    ERIC Educational Resources Information Center

    Petersen, Douglas B.; Allen, Melissa M.; Spencer, Trina D.

    2016-01-01

    The purpose of this study was to examine and compare the classification accuracy of early static prereading measures and early dynamic assessment reading measures administered to 600 kindergarten students. At the beginning of kindergarten, all of the participants were administered two commonly used static prereading measures. The participants were…

  18. RIF + USSR = R.E.A.D.

    ERIC Educational Resources Information Center

    Ball, Diane A.

    A junior high school reading program entitled Reading for Enjoyment and Development (READ) that combines the Reading is Fundamental (RIF) inexpensive book distribution program and the practice of entire school participation in uninterrupted sustained silent reading (USSR) is described in this paper. The development of the project and practical…

  19. Replicating the Effects of a Teacher-Scaffolded Voluntary Summer Reading Program: The Role of Poverty

    ERIC Educational Resources Information Center

    White, Thomas G.; Kim, James S.; Kingston, Helen Chen; Foster, Lisa

    2014-01-01

    A randomized trial involving 19 elementary schools (K-5) was conducted to replicate and extend two previous experimental studies of the effects of a voluntary summer reading program that provided (a) books matched to students' reading levels and interests and (b) teacher scaffolding in the form of end-of-year comprehension lessons. Matched…

  20. Teaching Reading with Puppets.

    ERIC Educational Resources Information Center

    Bennett, Ruth

    The use of traditional stories in American Indian language programs connects students' reading to their lives and familiarizes learners with the rhythms of the oral language. Puppet performances are one way of connecting reading programs to the Native oral tradition. A high school reading lesson in a first-year Hupa language class uses many…