Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis

NICHCY's Structured Abstract 47 describes the following: Title | Effective Reading Programs for English Language Learners. A Best-Evidence Synthesis Author | Slavin, R.E., & Cheung, A. Source | Center for Research on the Education of Students Placed at Risk (CRESPAR), Report No.66 Available online at: http://www.csos.jhu.edu/crespar/techReports/Report66.pdf Year Published | 2003 Abstract This report reviews experimental studies … [Read more...]

Phonological Awareness and Early Reading: A Meta-Analysis of Experimental Training Studies

NICHCY's Structured Abstract 53 describes the following: Title | Phonological Awareness and Early Reading: A Meta-Analysis of Experimental Training Studies Author | Bus, A.G., & Van Ijzendoorn, M.H. Source | Journal of Educational Psychology, 91, 403-414. Year Published | 1999 Abstract In a quantitative meta-analysis, the effects of phonological awareness training on reading were shown. In a homogeneous set of U.S. studies with a randomized … [Read more...]

Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis

NICHCY's Structured Abstract 54 describes the following: Title | Whole Language and Language Experience Approaches for Beginning Reading: A Quantitative Research Synthesis Author | Stahl, S.A., & Miller, P.D. Source | Review of Educational Research, 59(1), 87-116. Year Published | 1989 Abstract To examine the effects of whole language and language experience approaches on beginning reading achievement, a quantitative synthesis was performed … [Read more...]

Fluency and Comprehension Gains as a Result of Repeated Reading

NICHCY's Structured Abstract 55 describes the following: Title | Fluency and Comprehension Gains as a Result of Repeated Reading Author | Therrien, W.J. Source | Remedial and Special Education, 25(4), 252-261. Year Published | 2004 Abstract Repeated reading is an evidenced-based strategy designed to increase reading fluency and comprehension. The author conducted a meta-analysis to ascertain essential instructional components of repeated … [Read more...]

Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis

NICHCY's Structured Abstract 58 describes the following: Title | Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel's Meta-Analysis Authors | Ehri, L.C., Nunes, S.R., Stahl, S.A., & Willows, D.M. Source | Review of Educational Research, 71(3), 393–447. Year Published | 2001 Abstract A quantitative meta-analysis evaluating the effects of systematic phonics instruction compared … [Read more...]

Direct Instruction

NICHCY's Structured Abstract 1 describes the following: Title | Direct Instruction Authors | Adams, G., & Carnine, D. Source | In H.L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 403-416). New York, NY: Guilford Press. Year Published | 2003 Abstract The 2003 Handbook of Learning Disabilities is an edited compendium of contributions from over 55 of the leading scholars involved in learning disabilities … [Read more...]

How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students at Risk for Reading Failure? A Meta-Analysis of the Intervention Research

NICHCY's Structured Abstract 3 describes the following: Title | How Effective Are One-to-One Tutoring Programs in Reading for Elementary Students at Risk for Reading Failure? A Meta-Analysis of the Intervention Research Authors | Elbaum, B., Vaughn, S., Hughes, M.T., & Moody, S.W. Source | Journal of Educational Psychology, 92(4), 605-619. Year Published | 2000 Abstract A meta-analysis of supplemental, adult-instructed, one-to-one … [Read more...]

What We Know About Correlates of Reading

NICHCY's Structured Abstract 11 describes the following: Title | What We Know About Correlates of Reading Author | Hammil, D. Source | Exceptional Children, 70(4), 453-469. Year Published | 2004 Abstract This research analyzed the combined results of 3 meta-analyses that examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed, and almost 11,000 different coefficients were … [Read more...]

Effect of Computer-Assisted Instruction on Reading Achievement: A Meta-Analysis

NICHCY's Structured Abstract 12 describes the following: Title | Effect of Computer-Assisted Instruction on Reading Achievement: A Meta-Analysis Authors | Soe, K., Koki, S., & Chang, J. Source | Available from Pacific Resources for Education and Learning Web site: http://www.prel.org/products/Products/effect-cai.htm Year Published | 2000 Abstract Whether computer-assisted instruction (CAI) can improve reading achievement of students … [Read more...]

Reading Differences Between Low-Achieving Students With and Without Learning Disabilities: A Meta-Analysis

NICHCY's Structured Abstract 14 describes the following: Title | Reading Differences Between Low-Achieving Students With and Without Learning Disabilities: A Meta-Analysis Authors | Fuchs, D., Fuchs, L.S., Mathes, PG., & Lipsey, M.W. Source | In R. Gersten, E.P. Schiller, & S. Vaughn (Eds.), Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instruction Issues (pp.81 - 105). Mahwah, NJ: Erlbaum. Year Published … [Read more...]

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