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# Title Authors Year Research areas
Results 76 - 100 of 402
76 Exceptional education and regular education students excel with Direct Instruction SRA/McGraw-Hill, 2006 Project Follow Through
77 DIBELS scores advance to grade level with Reading Mastery SRA/McGraw-Hill, 2006 Project Follow Through
78 Cleveland school keeps Reading Mastery as curriculum core SRA/McGraw-Hill, 2006 Project Follow Through
79 The effects of comprehensive school reform models in reading for urban middle school students with disabilities Shippen, M.; Houchins, D.; Calhoon, M.; Furlow, C.; Sartor, D. 2006 Project Follow Through
80 Effects of a three-tier strategic model of intensifying instruction using a research-based core reading program in grades K-3 Marchand-Martella, N.; Martella, R.; Kolts, R.; Mitchell, D.; Mitchell, C. 2006 Project Follow Through
81 A comparison of teacher attitudes and beliefs about issues in education across conventional and Direct Instruction schools Snider, V.; Schumitsch, R. 2006 Project Follow Through
82 Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing Trezek, B.; Wang, Y. 2006 Project Follow Through
83 Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities Bradford, S.; Alberto, P.; Houchins, D.; Shippen, M.; Flores, M. 2006 Project Follow Through
84 A study of the impact of Direct Instruction on Jefferson County Public Schools' Reading Curriculum Buschemeyer, S. R. Q. 2005 Project Follow Through
85 Reading Mastery helps Florida students advance two grade levels in reading SRA/McGraw-Hill, 2005 Project Follow Through
86 Phoenix inner-city students strive toward national reading average SRA/McGraw-Hill, 2005 Project Follow Through
87 Accountability for Reading and Readers: What the Numbers Don’t Tell Wilson, P.; Martens, P.; Arya, P. 2005 Project Follow Through
88 Direct Instruction of decoding skills: Effects on fluency rate of two learning disabled students R., Ruchti K. 2005 Project Follow Through
89 The Effectiveness of Direct Instruction in Reading Compared to a State Mandated Language Arts Curriculum for Ninth and Tenth Graders with Specific Learning Disabilities M., Airhart K. 2005 Project Follow Through
90 The effects of using Direct Instruction and a re-reading contingency with a high school student Gregory, A.; McLaughlin, T.; Weber, K. 2005 Project Follow Through
91 Direct instruction of decoding skills: Effects on fluency rate of two learning disabled students Ruchti, K. R. 2005 Project Follow Through
92 The effects of Reading Mastery for students with learning disabilities Herb, M. H. 2005 Project Follow Through
93 A research-based reading approach for severely emotionally disturbed children Funderburk, S. F. 2005 Project Follow Through
94 Milwaukee elementary nearly doubles reading scores SRA/McGraw-Hill, 2005 Project Follow Through
95 Reading Mastery Plus helps Colorado school achieve AYP for first time SRA/McGraw-Hill, 2005 Project Follow Through
96 Oregon Reading First project uses Reading Mastery Plus as core reading program SRA/McGraw-Hill, 2005 Project Follow Through
97 Miami elementary school boosts FCAT scores with Reading Mastery SRA/McGraw-Hill, 2005 Project Follow Through
98 Florida elementary students master reading in preparation for junior high SRA/McGraw-Hill, 2005 Project Follow Through
99 Fostering the Development of Reading Skill Through Supplemental Instruction: Results for Hispanic and Non-Hispanic Students Gunn, B.; Smolkowski, K.; Biglan, A.; Black, C.; Blair, J. 2005 Project Follow Through
100 The effect of corrective feedback and individualized practice guided by formative evaluation on the reading performance of children who have not made adequate progress in early reading instruction Knutson, J. S. 2005 Project Follow Through

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