Reading Intervention Programs for Beginning Readers
Greetings. The following materials are intended to provide an introduction to Reading Intervention Programs for Beginning Readers. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
An Examination of Early Intervention Reading Programs In the Denver Area
Every Child a Reader: The importance of high-quality reading instruction
Reading Recovery. ERIC Digest
Helping the Underachiever in Reading. ERIC Digest
Every Child Reading: An Action Plan
Building A Powerful Reading Program: From Research to Practice
A Synthesis of Research on Reading from the National Institute of Child Health and Human Development
Children with LD as Emergent Readers: Bridging the Gap to Conventional Reading
Preventing Reading Difficulties in Young Children
Reading Pathfinder Project
Citations From the ERIC Database
AN: ED459450
AU: St.-John,-Edward-P.; Loescher,-Siri-Ann
TI: Improving Early Reading: A Resource Guide for Elementary Schools.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Indiana Univ., Bloomington. Education Policy Center.
PY: 2001
AV: Indiana Education Policy Center, Smith Center for Research in Education, Suite 170, 2805 E. 10th St., Indiana University, Bloomington, IN 47408-2698. Tel: 812-855-1240; Web site: http://www.indiana.edu/~iepc/.
NT: Written with the assistance of associates.
PR: EDRS Price MF01/PC14 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED459450
DEM: *Beginning-Reading; *Early-Intervention; *Reading-Instruction; *Reading-Programs
DER: Elementary-Education; Grants-; Resource-Materials
AB: 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 (CSR). The guide has four parts plus appendixes. Part I: The Resource Guide provides background on research-based reading reforms, early reading interventions, comprehensive reforms, Indiana Academic Standards for reading, and suggestions for using the guide. Part II: Early Reading Interventions compares the program features of targeted interventions (e.g., Early Steps, Reading Recovery) and classroom-based interventions (e.g., Four Blocks, Literacy Collaborative). Part III: Comprehensive School Reforms compares two types of comprehensive reforms that include a focus on early reading; process-oriented reforms (e.g., Accelerated Schools Project) and curriculum-based reforms (e.g., Success for All). Part IV: Assessing Early Reading Programs consists of a step-by-step guide for assessing early reading programs and developing a grant proposal. Appended are a glossary of program features; an early reading and literacy classroom survey; and charts showing program features related to standards. (NKA)
AN: ED459436
AU: Chatel,-Regina-G.; Talty,-Paula
TI: Early Literacy Intervention Professional Development Program: Listening to Teachers' Voices.
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED459436
DEM: *Beginning-Reading; *Early-Intervention; *Faculty-Development; *Program-Development
DER: Graduate-Students; High-Risk-Students; Primary-Education; State-Legislation; Teacher-Education; Teacher-Surveys
AB: In 1998, Connecticut's Public Act 98-243 mandated the development of an individual 3-year reading plan to address at-risk students, literacy instruction, professional development, and to forge stronger links with students' families. District reading plans were submitted to the Connecticut State Department of Education to be utilized as a rich data source documenting the variety of strategies, initiatives, and programs in place to support students' early reading development. Additionally, these plans document the professional development needs of individual school districts in the areas of literacy instruction. A teacher survey collected data on individual knowledge of reading development, instructional methods and strategies for working with at-risk readers. This paper describes a project to facilitate reading success by expanding the repertoire of assessment skills and comprehension and grouping strategies available to the participating teachers. The paper explains that the project also wished to offer field experience to graduate students in education at Saint Joseph College who were invited to work as substitutes for teachers attending workshops. It first presents project goals and then discusses assessment of student reading levels. It states that much of the training focused on developing alternative instructional strategies to help teachers acquire strategies to support students reading below grade level. The paper cites the implementation of a balanced literacy approach to teach reading and describes future plans. (Contains 15 references.) (NKA)
AN: ED452497
TI: Emergent and Early Literacy Workshop: Current Status and Research Directions. Proceedings (Bethesda, Maryland, September 21-23, 2000).
CS: National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Center for Research for Mothers and Children.
PY: 2000
AV: For full text: http://www.nichd.nih.gov/crmc/cdb/eeldocv8ps.pdf.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED452497
DEM: *Beginning-Reading; *Early-Intervention; *Emergent-Literacy; *Reading-Skills
DER: Elementary-Education; Research-Design; Research-Needs; Workshops-
AB: This paper summarizes the details of a workshop which sought to bring together researchers, practitioners, policymakers, and university educators to consider the current state of knowledge about emergent and early literacy learning, with the overarching question: what additional knowledge is needed about early literacy learning? Six specific topic areas were addressed: (1) Meeting Context, Background, and New Frontiers; (2) Emergent Literacy and Prevention; (3) Emergent Literacy and Identification of Risk Factors; (4) Emergent Literacy and Intervention; (5) Summary and Conclusions; and (6) Research Agenda and Suggestions for Practice. Common themes addressed in the workshop were: converging findings and research gaps in emergent and early literacy; practical concerns that influence research design and implementation in investigations of emergent and early literacy; and implications for individuals working in different professional roles and disciplines. The workshop also considered the influence of parents and caregivers in enhancing literacy skills, and it sought to identify processes that could assist families in implementing literacy activities and identifying whether their children might be at risk in literacy development. (EF)
AN: ED451490
AU: O'Connor,-Rollanda-E.; Fulmer,-Deborah; Harty,-Kristin; Bell,-Kathryn
TI: Total Awareness: Reducing the Severity of Reading Disability.
PY: 2001
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451490
DEM: *Beginning-Reading; *Early-Intervention; *Reading-Achievement; *Reading-Difficulties; *Reading-Improvement
DER: Primary-Education; Professional-Development; Program-Effectiveness; Reading-Research
AB: The goal of this study was to describe and measure the effects of continuous, as-needed intervention in reading for 92 children in Grades 1-2, to determine whether the severity of reading disability (RD) could be significantly reduced in the catchment schools. The authors hoped that this kind of professional development would help to discriminate between children with true RD and children whose difficulties were caused by more easily remediated phonological awareness problems or limited exposure to reading activities prior to school entry. In this study the second grade teachers formed their own control, because their children were measured in the first year of the study, when second grade was not included, and also in the following year, when their children were full participants in the treatment. A comparison of the reading achievement of second grade children in Years 1 and 2 showed significant differences favoring children in the treated years in decoding, word identification, fluency, and reading comprehension. (Contains 24 references, and 2 tables and a figure of data.) (Author/RS)
AN: ED447466
AU: St.-John,-Edward-P.; Manset,-Genevieve; Chung,-Choong-Geun; Simmons,-Ada-B.; Musoba,-Glenda-Droogsma
TI: Research-Based Reading Interventions: The Impact of Indiana's Early Literacy Grant Program. Policy Research Report.
CS: Indiana Univ., Bloomington. Education Policy Center.
PY: 2000
AV: Indiana Education Policy Center, Smith Center for Research in Education, Suite 170, 2805 E. 10th St., Indiana University, Bloomington, IN 47408-2698. Tel. 812-855-1240; Web site: http://www.indiana.edu/~iepc/.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED447466
DEM: *Beginning-Reading; *Beginning-Writing; *Early-Intervention; *Emergent-Literacy; *Literacy-; *Student-Improvement
DER: Early-Childhood-Education; Elementary-Education; Program-Effectiveness; Program-Evaluation
AB: With the passage of the Reading Excellence Act, states and their schools have increasingly emphasized the implementation of research-based literacy interventions, and both parties are eager to know the effectiveness of their efforts. However, the evaluation of the impact of any reform is complicated by the presence of other types of interventions that concurrently exist in schools. Using two sequential OLS regression models, this study examined the impact of literacy programs funded by Indiana's Early Literacy Grant Intervention Program (ELIGP) on schools' standardized test scores and rates of retention and special education referral. In each model, blocks of variables pertaining to school characteristics, professional development, parent involvement, and instructional program features (extracted using factor analysis) were added sequentially, and their effects on the three outcome variables were estimated. The two models differed in that the first included categories of ELIGP funding, whereas the second included the type of research-based intervention without regard to source of funding. The final models were similar in terms of coefficient values as well as predicted variance, with some exceptions. The presence of Literacy Collaborative, First Steps, and Success for All in schools, regardless of funding source, were all associated with lower special education referral rates,and Success for All was, in addition, negatively associated with retention rates. Although the impact of Reading Recovery was more complicated, it appeared to be associated with lower retention rates when the program was sustained over time. These findings suggest that research-based literacy programs, including those funded by ELIGP and other sources, enhance student outcomes even after controlling for effects of other interventions. Contains 1 figure, 7 tables of data, 16 references, and an appendix of supplementary analysis. (Author/SR)
AN: ED439391
AU: St.-John,-Edward-P.; Bardzell,-Jeffrey-S.
TI: Improving Early Reading and Literacy: A Guide for Developing Research-Based Programs.
CS: Indiana Univ., Bloomington. Education Policy Center.
PY: 1999
AV: Indiana Education Policy Center, Smith Center for Research in Education, Suite 170, 2805 E. 10th St, Indiana University, Bloomington, IN 47408-2698. Tel: 812-855-1240; Web site: http://www.indiana.edu/~iepc/.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED439391
DEM: *Beginning-Reading; *Early-Intervention; *Emergent-Literacy
DER: Primary-Education; Program-Development; Program-Evaluation; Questionnaires-
AB: 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 ability to write making proper use of the English language (composition), and the ability to read for understanding across topics (critical literacy). Part I provides an overview of different types of research-based reading reforms, focusing on the ways their designs relate to the general body of theory and research on early reading and literacy. It describes a diverse array of research-based approaches to intervention to improve early reading and literacy. Part I also provides a framework for assessing early interventions and uses the framework to provide a summative review of six different types of interventions: Pre-kindergarten, Kindergarten, Pullout, Classroom-wide, School-wide, and Inquiry-based. Part II provides guidance for assessing the learning environment that can set the stage for planning for early interventions. It considers: assessing current practice, setting a new direction, designing an intervention, and assessing impact. Each section contains contact information and references on early reading/literacy intervention and about different intervention methods. An appendix contains a sample early reading and literacy classroom survey. (Contains 53 references and 15 figures.) (NKA)
AN: ED434331
AU: Quatroche,-Diana-J.
TI: Helping the Underachiever in Reading. ERIC Digest.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.
PY: 1999
AV: For full text: http://www.indiana.edu/~reading. ERIC Document Reproduction Service. Tel: 800-443-3742 (Toll Free).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED434331
DEM: *Beginning-Reading; *Early-Intervention; *Instructional-Effectiveness; *Reading-Achievement; *Reading-Difficulties; *Reading-Instruction
DER: Elementary-Education
AB: Noting that the development of effective intervention programs and instructional strategies for the struggling or underachieving reader continues to be a topic of concern, this Digest first reviews the current status of reading performance, based on the 1998 National Assessment of Educational Progress. It then reports on the importance of early reading instruction and presents a summary of the components of successful intervention programs. The Digest concludes by summarizing the types of instructional activities present in successful intervention programs. (Contains 12 references.) (RS)
AN: EJ587488
AU: Blachman,-Benita-A.; Tangel,-Darlene-M.; Ball,-Eilleen-Wynne; Black,-Rochella; McGraw,-Colleen-K.
TI: Developing Phonological Awareness and Word Recognition Skills: A Two-Year Intervention with Low-Income, Inner-City Children.
PY: 1999
SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v11 n3 p239-73 Jun 1999
DEM: *Beginning-Reading; *Early-Intervention; *Inner-City; *Low-Income-Groups; *Reading-Instruction; *Word-Recognition
DER: Basal-Reading; Comparative-Analysis; Grade-1; Primary-Education; Spelling-Instruction
AB: Examines an 11-week phoneme-awareness program in kindergarten followed by a first-grade reading program that emphasized explicit, systematic instruction in the alphabetic code. Analyzes a phonetically-based spelling program. Compares a control group in the school district's regular basal-reading program with a treatment group. Concludes that the treatment children outperformed control children on four specified measures of word recognition. (SC)
AN: EJ587487
AU: Cossu,-Giuseppe
TI: Biological Constraints on Literacy Acquisition.
PY: 1999
SO: Reading-and-Writing:-An-Interdisciplinary-Journal; v11 n3 p213-37 Jun 1999
DEM: *Beginning-Reading; *Biological-Influences; *Dyslexia-; *Early-Intervention; *Reading-Difficulties; *Remedial-Reading
DER: Primary-Education; Reading-Diagnosis
AB: Investigates some of the biological constraints that shape the process of literacy acquisition. Explores the possibility of isolating processing components of reading which correspond to computational units of equivalent size in the neural architecture. Suggests that the process of literacy acquisition is largely constrained by a specific biological architecture which mimics the functional properties of a modular system. (SC)
AN: EJ585800
AU: Chard,-David-J.; Dickson,-Shirley-V.
TI: Phonological Awareness: Instructional and Assessment Guidelines.
PY: 1999
SO: Intervention-in-School-and-Clinic; v34 n5 p261-70 May 1999
DEM: *Beginning-Reading; *Early-Intervention; *Evaluation-Methods; *Phonics-; *Reading-Strategies
DER: Elementary-Education; Literature-Reviews; Phonology-; Student-Evaluation; Theory-Practice-Relationship
AB: Defines phonological awareness and discusses historical and contemporary research findings regarding its relation to early reading. Common misconceptions are addressed, and research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. (Author/CR)
AN: ED430216
AU: Swartz,-S.-L.; Shook,-R.-E.
TI: Reading Recovery in California, 1991-96. Technical Report.
CS: Foundation for California Early Literacy Learning, Redland.
PY: 1996
AV: Foundation for California Early Literacy Learning, 104 East State Street, Suite M, Redlands, CA 92373.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED430216
DEM: *Beginning-Reading; *Early-Intervention; *Reading-Difficulties; *Tutoring-
DER: Grade-1; Inservice-Teacher-Education; Primary-Education; Reading-Research; Teacher-Attitudes; Tutorial-Programs
AB: Providing one-to-one tutoring, five days per week, 30 minutes a day, by specially trained teachers, Reading Recovery is an early intervention program designed to assist children in first grade who are having difficulty learning to read and write. A program overview gives background information on different facets of the program. Illustrating the research results and the Reading Recovery lesson, it also discusses program implications. A section is devoted to comments from parents, teachers, and administrators who were a part of the program. (Contains 30 references; a list of 3 regional training sites for teacher leaders; and a list of 76 training sites for teachers.) (SC)
AN: EJ583581
AU: Ellis,-Rose
TI: Jumpstart: A Model for Early Reading Intervention.
PY: 1999
SO: Principal-; v78 n4 p40,42,44,46 Mar 1999
DEM: *Beginning-Reading; *Early-Intervention; *High-Risk-Students; *Reading-Programs; *Reading-Strategies; *Tutors-
DER: Action-Research; Grade-1; Pilot-Projects; Primary-Education; Program-Descriptions; Reading-Readiness; Skill-Development; Teacher-Aides; Volunteers-
AB: Jumpstart, a homegrown before-school tutoring program piloted at a Massachusetts school, has proven successful with at-risk first graders. Implemented as a low-cost alternative to Reading Recovery and Success for All programs, the 18-week action-research project employed 11 inclusion and Title I aides as volunteers. (MLH)
AN: EJ581675
AU: Saint-Laurent,-Lise; Giasson,-Jocelyne; Couture,-Carole
TI: Emergent Literacy and Intellectual Disabilities.
PY: 1998
SO: Journal-of-Early-Intervention; v21 n3 p267-81 Sum 1998
DEM: *Beginning-Reading; *Early-Intervention; *Emergent-Literacy; *Mental-Retardation
DER: Data-Analysis; Foreign-Countries; Prereading-Experience; Preschool-Children; Pretests-Posttests
AB: Ten French-speaking preschool children in Quebec with intellectual disabilities received either an intervention program based on the emergent literacy paradigm involving modeling, exploration, and interaction with an adult, or a comparison intervention. Pre- and post-test comparisons with a control group found the only item on which experimental students differed significantly was "pretend reading." (DB)
AN: EJ581661
AU: Feiler,-Anthony; Webster,-Alec
TI: Success and Failure in Early Literacy: Teachers' Predictions and Subsequent Intervention.
PY: 1998
SO: British-Journal-of-Special-Education; v25 n4 p189-95 Dec 1998
DEM: *Beginning-Reading; *Early-Identification; *Early-Intervention; *Reading-Difficulties; *Teacher-Attitudes
DER: Foreign-Countries; Prevention-; Primary-Education
AB: The first of two studies examined the family literacy experiences of 10 young children in Britain. The second study traced the literacy progress of 66 first-year students, together with teachers' predictions and subsequent interventions. Findings indicated teachers' informal judgements did identify students with later problems but there was wide disagreement about the appropriateness of providing special help. (DB)
AN: EJ581376
AU: Denti,-Louis-G.; Guerin,-Gilbert
TI: Dropout Prevention: A Case for Enhanced Early Literacy Efforts.
PY: 1999
SO: Clearing-House; v72 n4 p231-35 Mar-Apr 1999
DEM: *Beginning-Reading; *Dropout-Research; *Dropouts-; *Early-Intervention; *Emergent-Literacy; *School-Holding-Power
DER: Administrator-Role; Elementary-Secondary-Education; Professional-Development; Reading-Instruction
AB: Reviews research on high school dropouts and elementary school literacy needs. Looks at elements of successful early-intervention programs (including schools and parents, school structure issues, and promising practices in early reading instruction). Offers recommendations for teacher and administrator preparation and professional development. Lists teacher and administrator competencies in literacy and dropout prevention. Notes resources for early literacy. (SR)
AN: ED429283
AU: Abouzeid,-Mary-P.; Fowler,-Mary-Claiborne
TI: Book Buddies Replication Study: Ninety Miles from Charlottesville--So What?
PY: 1998
NT: Paper presented at the Annual Meeting of the National Reading Conference (48th, Austin, TX, December 2-5, 1998).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED429283
DEM: *Beginning-Reading; *Early-Intervention; *Tutorial-Programs; *Tutoring-; *Tutors-
DER: Grade-1; Low-Income; Poverty-Areas; Primary-Education; Reading-Difficulties; Volunteers-
AB: Book Buddies is a community volunteer tutorial that began in Charlottesville, Virginia in the early 1990s as a cooperative effort between the University of Virginia, the Charlottesville City Schools and the Charlottesville community. A replication of Book Buddies was designed in fall of 1997 for two elementary schools in Millville, Virginia. A study investigated replication of Book Buddies in other cities and school districts. Two different schools were chosen to implement the program and a third school was chosen as a control group that would not in any way participate in the tutorial program. Results showed that Millville students achieved higher mean scores than Charlottesville students in 1992. Book Buddies tutors in Millville received more intensive training, and they also benefited from seven years of fine-tuning of the tutoring format. Results from the three sites (two Millville elementary schools and one control group) suggest that this is indeed a replicable model of an affordable, early intervention program and that significant results can be obtained in high-poverty settings. (SC)
AN: EJ563157
AU: Rodgers,-Emily
TI: Conversations with Project Directors, Reading Recovery: Gay Su Pinnell, Carol Lyons, and Diane DeFord.
PY: 1998
SO: Mid-Western-Educational-Researcher; v11 n2 p23-26 Spr 1998
DEM: *Administrator-Attitudes; *Beginning-Reading; *Early-Intervention; *Grade-1; *Individualized-Instruction
DER: Interviews-; Primary-Education; Program-Effectiveness; Reading-Instruction
AB: Interview with three Ohio directors of Reading Recovery, an intervention that accelerates the literacy acquisition of low-achieving first-grade readers. Discusses the dramatic growth of the program since its pilot year, 1984-85; how Reading Recovery differs from traditional remedial reading programs; the program's theoretical underpinnings and high success rate; and the role of professional development. (SV)
AN: EJ556899
AU: Vadasy,-Patricia-F.; Jenkins,-Joseph-R.; Antil,-Lawrence-R.; Wayne,-Susan-K.; O'Connor,-Rollanda-E.
TI: The Effectiveness of One-to-One Tutoring by Community Tutors for At-Risk Beginning Readers.
PY: 1997
SO: Learning-Disability-Quarterly; v20 n2 p126-39 Spr 1997
NT: Special Issue: Intervention--Part 1.
DEM: *Beginning-Reading; *Early-Intervention; *Individual-Instruction; *Instructional-Effectiveness; *Reading-Difficulties; *Tutorial-Programs
DER: Grade-1; Primary-Education; Reading-Ability; School-Community-Relationship; Spelling-; Writing-Skills
AB: Twenty at-risk first graders received 30 minutes of individual instruction from community tutors four days a week for up to 23 weeks. Subjects outperformed the control group on all reading, decoding, spelling and segmenting, and writing measures. Tutors who implemented the program with a high degree of fidelity achieved significant effect sizes in each reading skill area. (Author/DB)
AN: EJ556896
AU: Biemiller,-Andrew; Siegel,-Linda-S.
TI: A Longitudinal Study of the Effects of the Bridge Reading Program for Children At Risk for Reading Failure.
PY: 1997
SO: Learning-Disability-Quarterly; v20 n2 p83-92 Spr 1997
NT: Special Issue: Intervention--Part 1.
DEM: *Beginning-Reading; *Early-Intervention; *Instructional-Effectiveness; *Reading-Difficulties; *Reading-Instruction; *Teaching-Methods
DER: Economically-Disadvantaged; Grade-1; Longitudinal-Studies; Primary-Education; Reading-Ability; Whole-Language-Approach
AB: This study compared the "Bridge" experimental reading program and whole language instruction with 106 economically disadvantaged first graders at risk for reading difficulties. The "Bridge" program uses icons or picture symbols to facilitate print word identification. The "Bridge" group performed significantly better on the Wide Range Achievement Test Reading test at the end of grades 1 and 2. (Author/DB)
AN: ED414557
AU: Taher,-Bonnie
TI: L Is for Literacy, L Is for Love: An Update on Early Reading Programs in Six Colorado Schools.
CS: Colorado State Dept. of Education, Denver.
PY: 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED414557
DEM: *Beginning-Reading; *Early-Intervention; *Instructional-Effectiveness; *Literacy-; *Reading-Programs
DER: Community-Involvement; Parent-Participation; Primary-Education; Program-Descriptions; Reading-Research
AB: This booklet describes early reading programs in six different elementary schools in Colorado that share the same goal--all children must be fluent readers and writers by the time they enter third grade. The six schools, while different in size, location, and socioeconomic makeup, each emphasize: early intervention; a balanced, consistent teaching approach by all teachers; 30 minutes daily of one-to-one reading work tailored to each child's learning style; reading at home with parents; and community involvement. Every school program described in the booklet makes reading part of everything the children do during the school day, stresses accountability for students and teachers, and provides in-depth professional training and support. All school programs reported drops in the need for remedial and special education services, and all have scored "impressive" gains in standardized tests since refocusing instruction on early literacy. (Contains 8 charts of data.) (RS)
AN: ED412518
AU: Pollock,-John-S.
TI: Title I Early Literacy Reading Program. Final Evaluation Report 1996-97. Elementary and Secondary Education Act--Title I.
CS: Columbus Public Schools, OH. Dept. of Program Evaluation.
PY: 1997
NT: Data analysis by Kathy Morgan. For 1995-96 report, see CS 012 948; for 1994-95 report, see ED 386 698.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED412518
DEM: *Beginning-Reading; *Early-Intervention; *High-Risk-Students; *Instructional-Effectiveness; *Reading-Instruction; *Reading-Programs
DER: Elementary-School-Students; Emergent-Literacy; Grade-1; Grade-2; Outcome-Based-Education; Parent-Participation; Primary-Education; Program-Effectiveness; Reading-Research; Urban-Education; Writing-Instruction
AB: A study evaluated the Title I Early Literacy program that served 1,503 underachieving pupils in grades 1 (1,169) and 2 (334) in the Columbus, Ohio, public schools. The purpose of the Early Literacy program was to provide early intervention to underachieving first- and second-grade pupils who appeared unlikely to learn to read successfully without additional reading instruction. The program featured small group instruction each day for 40-45 minutes on reading and writing activities. A major part of the evaluation effort was accomplished through the administration of the Metropolitan Achievement Tests (MAT7, 1992). Administered on a spring-spring test cycle, the test series served as the pretest and posttest for grade 2 pupils. the spring administration to grade 1 pupils in April, 1996 served as the pretest for grade 2. Results indicated that: (1) 70.3% of a treatment group of 944 pupils displayed over time each of 3 strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information; (2) 382 (53.4%) grade 1 pupils read 5 or more books at level 8 or above and 146 (64.0%) grade 2 pupils independently read at least 5 books at text reading level 15 or above; (3) in reading comprehension, discontinued pupils (61) gained 0.85 normal curve equivalents (NCEs) and not discontinued pupils (97) lost 7.88 NCEs; and (4) parent involvement information showed that 3,728 contact were made with program teachers. Findings support continuation of the program with consideration given to 7 areas of concern. (Contains 10 figures of data.) (RS)
AN: ED410536
AU: Bump,-Sandra-K.; Swedberg,-Trina-L.; Yates,-Carol-R.
TI: Improving Reading and Language Arts Skills of At-Risk First Graders through Direct Instruction of Print Awareness, Phoneme Awareness, and Phonological Processing.
PY: 1997
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED410536
DEM: *Beginning-Reading; *Early-Intervention; *High-Risk-Students; *Language-Arts; *Reading-Skills
DER: Grade-1; Primary-Education; Reading-Comprehension; Reading-Difficulties; Reading-Instruction; Reading-Programs
AB: This report describes a program to improve reading and language arts skills. The targeted population consisted of students in 2 first grade classrooms (average class size 25) from a midwestern elementary school in a predominantly white, middle to upper-middle class neighborhood. Data documenting the problem was obtained from the previous year's kindergarten teacher and current classroom teachers and consisted of informal and formal assessments, teacher observational surveys, and school records. Results from analysis of probable cause data indicated that students lacked preliteracy skills including inadequate awareness of print and phonemes, as well as phonological processing deficits. Additionally, some students lacked the auditory and visual skills to become successful readers. Findings suggest that lack of exposure to print media and inadequate family involvement in literacy development may have contributed to the problem. A review of problem solution strategies suggested by literature, combined with an analysis of the problem setting, resulted in the development of a reading intervention program of direct instruction. The selected targeted group for intervention consisted of nine at-risk first graders, six boys and three girls. Post-intervention data indicated student improvement in the targeted areas of print awareness, phoneme awareness, and phonological processing. Students increased their ability to use letters to represent written text, as well as improved their ability to recognize phonemes and process the use of phonemes in reading and language arts activities. (Contains 5 tables of data, 14 figures, and 35 references; 5 sample forms are appended.) (CR)
AN: ED398547
AU: Saratore,-Katherine-K.; Walsh,-Mary-Ann
TI: Improving Student Reading through Early Intervention.
PY: 1996
NT: M.A. Project, Saint Xavier University.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED398547
DEM: *Beginning-Reading; *Early-Intervention; *Reading-Improvement; *Reading-Instruction; *Reading-Programs; *Reading-Readiness
DER: Action-Research; Childrens-Literature; Grade-1; Parent-Participation; Phonics-; Primary-Education; Reading-Difficulties; Reading-Skills
AB: A study examined an early reading intervention program designed to lead children, identified with low reading readiness at the start of first grade, to an appropriate reading level by the end of a 6-month period. Subjects were students entering first grade in a middle class community in northern Illinois. The problems of low reading readiness were documented through assessments made at the beginning of the school year. Analysis of probable cause data revealed that students lacked sufficient exposure to written and spoken language, the alphabet, and phonemic patterns. Additionally, some children experienced physical, emotional, or attention problems that interfered with their readiness to read. A review of solution strategies suggested by literature and an analysis of the problem setting resulted in the development of a first-grade reading intervention program designed to provide additional language and reading experience to those found to be most in need of reading support. The program provided for: (1) systematic phonic instruction, (2) use of appropriately leveled literature, and (3) a structure compatible with the child's whole class reading instruction. It also included a parent involvement component. Results from post-intervention data indicated either mastery of or increased performance in the students' recognition and use of upper and lower case letters, beginning sounds, spelling, name recognition, print awareness, rhyme and reading levels. (Contains 6 tables of data, 4 graphs, and 33 references; various forms labelled A through I are appended.) (CR)
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Other Resources (available either for sale or via interlibrary loan)
Title: No quick fix : rethinking literacy programs in America's elementary schools /
Author(s): Allington, Richard L. ; Walmsley, Sean A.
Year: 1995
Publisher: New York : Teachers College Press,
ISBN: 080773389X (cloth : acid-free paper); 0807733881 (paper : acid-free paper)
Title: Preventing early school failure : research, policy, and practice /
Author(s): Slavin, Robert E. ; Karweit, Nancy L. ; Wasik, Barbara A.
Year: 1994
Publisher: Boston : Allyn and Bacon,
ISBN: 0205139914; 0205156843 (pbk.)
Title: Handbook of early literacy research /
Author(s): Neuman, Susan B. ; Dickinson, David K.
Year: 2001
Publisher: New York : Guilford Press,
ISBN: 157230653X
Title: Engaging young readers : promoting achievement and motivation /
Author(s): Baker, Linda. ; Dreher, Mariam Jean. ; Guthrie, John T.
year: 2000
Publisher: New York : Guilford Press,
ISBN: 1572305541
Title: Beginning reading and writing /
Author(s): Strickland, Dorothy S. ; Morrow, Lesley Mandel.
Year: 2000
Publisher: Newark, DE : International Reading Association ; New York : Teachers College Press,
ISBN: 0807739766 (paper : alk. paper); 0807739774 (cloth : alk. paper)
Title: Learning about learning disabilities /
Author(s): Wong, Bernice Y. L.
Year and Edition: 1998 2nd ed.
Publisher: San Diego : Academic Press,
ISBN: 0127625321
Title: Getting reading right from the start : effective early literacy interventions /
Author(s): Hiebert, Elfrieda H. ; Taylor, Barbara; 1950- ; (Barbara M.),
Year: 1994
Publisher: Boston : Allyn and Bacon,
ISBN: 0205154077
Title: Research in reading recovery /
Author(s): Swartz, Stanley L. ; Klein, Adria F.
Year: 1997
Publisher: Portsmouth, NH : Heinemann,
ISBN: 0435072390
Title: Foundations of reading acquisition and dyslexia : implications for early intervention /
Author(s): Blachman, Benita A.
Year: 1997
Publisher: Mahwah, N.J. : L. Erlbaum Associates,
ISBN: 080582362X
Title: How to become a better reading teacher : strategies for assessment and intervention /
Author(s): Putnam, Lillian R.
Year: 1996
Publisher: Englewood Cliffs, N.J. : Merrill,
ISBN: 0023970456
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