This study examined the effect of Corrective Reading (CR) on the phonological processes of 206 elementary and secondary students identified with serious reading problems. A battery of phonological tests ...
This study examined student response to remedial reading intervention, with comparisons made between students from differing language backgrounds and across instructional programs. Struggling readers who ...
This study examined “Third Wave” intervention strategies for fourth, fifth, and sixth grade students with learning disabilities in mainstream schools. Fifty six schools participated in the study with 35 ...
This report summarizes 12 research studies on the effectiveness of early literacy instruction for struggling readers. The programs reviewed included Early Steps, Sound Partners, Thinking Partners, Proactive ...
This study examined the effect of the Direct Instruction program, Corrective Reading, on the reading and language skills of a seven year old boy with high functioning Autism Spectrum Disorder. The student ...
This study examined four basal reading programs at the kindergarten level in order to determine the adequacy of phonological awareness instruction for students at risk for learning difficulties. Authors ...
This study compared three groups consisting of varying levels of intensity in phonological awareness instruction. Direct Instruction, Direct Instruction + a supplemental phonological awareness program, ...
This study examined the effect of supplemental reading instruction with Direct Instruction (DI) on the reading achievement of students in kindergarten through third grade who were below grade level. The ...
This longitudinal study sought to determine how the use of the Reading Mastery and Reading Mastery Fast Cycle programs would affect the reading achievement of 90 elementary school students and their referrals ...
This study compared the effect of two literacy programs (Integrated Reading-Writing (IR-W), DISTAR) on the academic achievement of elementary students at-risk for literacy problems. Students were selected ...
This one year study examined the effect of Reading Mastery (RM) on the reading achievement of first and second grade students. One hundred and eight students (49 first grade, 59 second grade) identified ...
This study compared the effect of Reading Mastery and Reading Mastery combined with the Stabilized Learning System Program on students with severe learning disabilities acquisition of reading skills. Eighty ...
This study summarizes 30 years of research conducted by the National Institute of Child Health and Human Development (NICHD) on how children learn to read. The history of NICHD research and their rigorous ...
This study examined the effect of combining spelling instruction with code-based reading instruction on the application and transfer of segmentation and letter knowledge to reading by kindergarten students ...
This study reviewed research on phonemic awareness training and the application of Direct Instruction principles. The author discusses the relationship between phonemic awareness and reading, why some ...
This study examined the effect of combining spelling instruction with code-based reading instruction on the application and transfer of segmentation and letter knowledge to reading by kindergarten students ...
This study examined the effects of phonemic segmentation instruction and letter names and letter sounds instruction on kindergarten students’ spelling and reading skills. Ninety kindergarten students from ...
This study investigated the relationship between a Direct Instruction reading program and language abilities of students with learning disabilities across two years of reading instruction. Results indicate ...
This article examines a study of two computer assisted instructional programs in syllogistic reasoning with 25 learning disabled high school students. The difference between the two programs was that one ...