Search The Database

#	Title	Authors	Year	Research areas
Results 226 - 250 of 402 Start Prev 5 6 7 8 9 10 11 12 13 14 Next End
226	Long-term effects of four preschool programs: Sixth, seventh, and eighth grades	Miller, L. B.; Bizzell, R. P.	1983	Project Follow Through
227	Longitudinal follow-up assessment of differential preschool experience for low income minority group children	Evans, E. D.	1985	Project Follow Through
228	Low-performing Kentucky school on its way to high-performing with Reading Mastery	SRA/McGraw-Hill,	2007	Project Follow Through
229	Making Retarded Children Literate: A Five Year Study	Booth, A.; Hewitt, D.; Jenkins, W.; Maggs, A.	1979	Project Follow Through
230	Making the most of instructional time: Teaching reading at an accelerated rate to students at risk	Fredrick, L.; Keel, M.; Neel, J.	2002	Project Follow Through
231	Manipulatives: The effective way	Evans, D.; Carnine, D.	1990	Project Follow Through
232	Matching reading programs to students' needs: An examination of alternate programming using a direct instruction program in the regular classroom	Francis, B. J.	1991	Project Follow Through
233	Mathematics achievement between first-grade students using developing mathematical processes and DISTAR Arithmetic mathematics instruction	Y., Adamson G.	1975	Project Follow Through
234	Measuring Implementation of a Structured Educational Model in an Urban School District: An Observational Approach	Gersten, R.; Carnine, D.; Williams, P.	1982	Project Follow Through
235	Merging the accountability and scientific research requirements of the No Child Left Behind Act: Using Cohort Control groups	Stockard, J.	2011	Project Follow Through
236	Miami elementary school boosts FCAT scores with Reading Mastery	SRA/McGraw-Hill,	2005	Project Follow Through
237	Milwaukee elementary nearly doubles reading scores	SRA/McGraw-Hill,	2005	Project Follow Through
238	Morningside Academy	Johnson, K.	1997	Project Follow Through
239	National Institute for Direct Instruction Institutional Review Board Policies and Procedures	for Direct Instruction, National Institute	2008	Project Follow Through
240	Native American school uses Reading First grant to implement Direct Instruction	SRA/McGraw-Hill,	2006	Project Follow Through
241	Nebraska District Outscores Peers Statewide	SRA/McGraw-Hill,	0	Project Follow Through
242	No Child Left Behind according to script: The efficacy of Reading Mastery	Deyo, L. L.	2006	Project Follow Through
243	Oral blending in young children: Effects of sound pauses, initial sound, and word familiarity	Weisberg, P.; Andraccio, B. J.; Savard, C.	1990	Project Follow Through
244	Oregon Reading First project uses Reading Mastery Plus as core reading program	SRA/McGraw-Hill,	2005	Project Follow Through
245	Orlando school improves ESE scores with Corrective Reading	SRA/McGraw-Hill,	2008	Project Follow Through
246	Park Forest-Chicago Heights School District 163	SRA/McGraw-Hill,	0	Project Follow Through
247	Payment for Reading: The Use of the Corrective Reading Scheme with Junior Maladjusted Boys	Thorne, M.	1978	Project Follow Through
248	Phoenix inner-city students strive toward national reading average	SRA/McGraw-Hill,	2005	Project Follow Through
249	Phonemic awareness training: Application of principles of Direct Instruction	Spector, J. E.	1995	Project Follow Through
250	Phonic versus whole-word correction procedures following phonic instruction	Carnine, D.	1980	Project Follow Through