Study Name |
Design
Rating
 |
Strategy, Subjects,
Effects
 |
Topics, Grades
 |
|
Table
information is abbreviated (and will eventually be edited for even more
brevity). Click "Read full review" links below for full citations of
author and journal names and for details about the
studies. |
Study:
Baumann &
Bergeron
Story map instruction using children's
literature: Effects on first graders' comprehension of central narrative
elements.
Read full review
reading_rf_7 |
5 |
Strategy: Story Map
Instruction
Subjects: 74 1st-graders; 4 classes; rural Midwestern
school; predominantly Anglo-American and
low-income
Effects:
| Story Map Group 1 |
Effect Size= +1.38 |
| Story Map Group 2 |
Effect Size= +1.02 |
| DRTA Group |
Effect Size= + .92 | |
|
Study:
Morgan, A., Wilcox, B.R. & Eldredge, J.L.
Effect of difficulty levels on second-grade delayed readers using dyad reading
Read full review
reading_k-3_137 |
Added
8-10-05
5 |
Strategy: Dyad reading
Subjects: 51 poor readers, 2nd grade, low to middle class, 88% Caucasian, 14% disabilities
Results:
Group 1 (control) compared to Group 2 |
3.81 |
Group 1 (control) compared to Group 3 |
1.57 |
|
Reading Topics:
• Comprehension
– Cooperative Strategies
Grades: 2
Keywords:
buddy reading, paired reading, delayed readers |
Study:
Pinnell,G.S., Lyons, C.A., DeFord,D.E., Bryk,A.S., Seltzer, M.
Comparing instructional models for the literacy education of high risk first graders.
Read full review
reading_k-3_148 |
Added
2-1-06
5 |
Strategy: Reading Recovery, Reading Success, Direct Instruction Skills Plan, Reading and Writing Group
Subjects: 403 first graders from two rural, two suburban and six urban schools districts. Students were identified with below criterion for Chapter 1 district-administered standardized tests.
Results:
| |
Reading
Recovery |
Reading
Success |
DI Skills
Plan |
Reading/
Writing |
Post-Study RR |
October 1990
Text reading level |
0.75 |
0.07 |
0.06 |
0.32 |
0.48 |
| Dictation task |
0.35 |
0.00 |
–0.25 |
0.29 |
0.51 |
|
Reading Topics:
• Comprehension
Grades: 1
Diverse Learners
Keywords:
Reading Recovery; intervention; direct intstruction; writing; Chapter 1 |
Study:
Morgan, A., Wilcox, B.R. & Eldredge, J.L.
Effect of difficulty levels on second-grade delayed readers using dyad reading.
Read full review
reading_k-3_157 |
Added
2-3-06
5 |
Strategy: Dyad reading
Subjects: 51 poor readers 2 nd grade, low to middle class, 88% Caucasian, 14% disabilities
Results: All 3 groups improved reading ability regardless of difficulty of reading material use. Reading materials two grade levels above made significant gains. No significant differences were found among groups for words recognition, comprehension, or rate. |
Reading Topics:
• Comprehension
— Cooperative Strategies
Grades: K-2
Diverse learners
Keywords: buddy reading, paired reading, delayed readers |
Study:
Freppon, P.A. & McIntyre. E.
A comparison of young children learning to read in different instructional settings.
Read full review
reading_k-3_136 |
Added
8-10-05
4 |
Strategy: Comparison of skills-based and constructivist whole language
Subjects: 6 low-income 1st graders in urban school serving primarily while Appalachian students
Results: In the reality of classroom practice and the literate lives of children, cognitive and affective constructs cannot be separated. Good teachers always work to support both skills base and constructivist instructional programs. |
Reading Topics:
• Comprehension
– Miscellaneous
Grades: 1
Keywords:
skill-based instruction, constructivist instruction |
Study:
Elbaum,B., Vaughn, S., Hughes, M.T., & Moody, W.W.
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.
Read full review
reading_k-3_153 |
Added
2-1-06
4 |
Strategy: One-on-One Tutoring in Reading for Elementary Students at Risk for Reading Failure
Subjects: The students in two studies (3 samples of students) had learning disabilities; students in all other studies (39 samples) had no identified disability but were identified as at risk for reading difficulties. The preponderance of students represented in the present synthesis were first graders (n = 1,164), 8 samples of students in grades 2 or 3 (n = 182), 5 samples of students in grades 4-6 (n = 130), and one sample of students ranging from first through fourth grade (n = 63).
Results: Interventions that used trained volunteers or college students were highly effective. When highly qualified teachers implement a well-designed intervention, the academic benefit to students is the same whether students are taught individually or in a group of 2 to 6 students. |
Reading Topics:
• Comprehension
– Strategy Instruction
• Phonemic Awareness
Grades: 1 - 6
Diverse Learners
Keywords: phonemic awareness, instructional strategy, LD |
Study:
Morris, D., Bloodgood, J., & Perney, J.
Kindergarten predictors of first and second grade reading achievement.
Read full review
reading_k-3_184 |
Added
8-10-05
4 |
Strategy:
Subjects: 4 first grade students with reading disabilities. Rural Hawaii school, all students native Hawaiian. 3 of 4 repeating grade one and all reading below fluency for grade level.
Results: Pending |
Reading Topics:
• Comprehension
– Miscellaneous
Grades: 1
Keywords:
predicting achievement, spelling |
Study:
Taylor, Pearson, Peterson, & Rodriguez.
Reading growth in high poverty classrooms: The influence of
teacher practices that encourage cognitive engagement in literacy learning.
Read full review
reading_4-6_82 |
4 |
Strategy: Looked at overall curricular and teaching variables that account for growth in reading comprehension, fluency and writing measures over a school year in grades 1 - 5 within 9 participating school districts.
Subjects: : 9 schools that were part of the CIERA School Change Project in 2000-2001 - 88 teachers (experience ranged from 0-35 years, almost all held a bachelor's degree in education or a related field, 40% had master's degrees) and 792 students (70 -95% subsidized lunch; 2%-68% non-native speakers of English; 67-91% minorities)
Results: Higher level questioning was related to student literacy growth. Relatively frequent phonics instruction was negatively related to students' fluency growth in grades 2-5. Active engagement on the part of the student and the teacher had a positive impact on reading comprehension. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Discussion
Grades: K-5
Diverse Learners
Keywords:
teacher effectiveness; student engagement |
Study:
Dahl, K. & Scharer, P.
Phonics teaching and learning in whole language classrooms: New evidence from research.
Read full review
reading_k-3_133 |
Added
8-10-05
3 |
Strategy: Whole Language program
Subjects: 216 children in 8 first grade classrooms, including 34 African American, 179 Caucasian, 2 Asian and 1 Latino.
178 children completed both the pretest and posttest and formed the database for analysis.
Results: All groups of children gained with the greatest gain in the middle ability group. After one year of intervention- phonics instruction embedded in the whole language classroom- students in average, low-average, and low phonemic scores showed substantial gains in all measures, with equal gain for the highest and lowest gain and significant gain for the middle group. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 1
Keywords:
phonics, whole language |
Study:
Leslie, L. & Allen, L .
Factors that predict success in an early literacy intervention project.
Read full review
reading_k-3_151 |
Added
2-1-06
3 |
Strategy: Literacy Project
Subjects: Study 1: 52 children all below grade level reading and 17 tutors from two private, nonsectarian, inner-city schools where over 85% qualified for free and reduced lunch and over 90% were African American
Study 2: 84 children, 27 continued from previous year and 51 newly enrolled.
Results: Factors that predict success in an early literacy intervention project. Only study 2 gave sufficient data to calculate Effect Size.
Word Recognition |
0.46 |
Semantic acceptability |
0.62 |
Comprehension |
0.64 |
| Rate |
0.65 |
|
Reading Topics:
• Comprehension
– Miscellaneous
Grades: 2-3?
Keywords: Pending |
Study:
L.A. Dixon-Krauss.
Partner reading and writing: Peer social dialogue and the zone of proximal development
Read full review
reading_k-3_182 |
Added
8-10-05
3 |
Strategy: Partner reading and writing
Subjects: 24 first and second graders, all students were administered the Informal Reading Inventory and determined to be average to below average in reading.
Results: Pending |
Reading Topics:
• Comprehension
– Cooperative Strategies
Grades: 1& 2
Keywords: partner reading, writing |
Study:
Hitchcock, C.H., Prater, M.A. & Dowrick, P.W.
Reading comprehension and fluency: Examining the effects of tutoring and video self-modeling on first-grade students with reading difficulties.
Read full review
reading_k-3_183 |
Added
8-10-05
3 |
Strategy: Tutoring and video self-modeling
Subjects: 102 kindergarten student in rural, lower middle SES who didn’t attend preschool.
Results: Pending |
Reading Topics:
• Comprehension
– Misc.
Grades: K
Keywords:
tutoring, video, self-modeling |
Study:
Lane, O'Shaughnessy, Lambros, Gresham, & Beebe-Frankenberger.
The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties.
Read full review
reading_k-3_97 |
2 |
Strategy: Phonological Awareness Training for Reading (PATR)
Subjects: 7 1st-graders (5 M, 2 F; 4 Caucasian, 2 Black, 1 Hispanic) with low phonological awareness skills and higher than average behavior problems.
Effects: Effect size ranging from—
DIBELS
|
+1.22 to +3.81 |
| Correct Words Per Minute |
+.98 to +3.14 |
Total Disruptive Behavior
|
-1.19 to -.01 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
• Phonemic Awareness
Grades: 1
Diverse Learners
Keywords:
at-risk students; disruptive students |
Study:
Idol.
Group story mapping: A comprehension strategy for both skilled and unskilled readers.
Read full review
reading_k-3_105 |
2 |
Strategy: Group Story Mapping
Subjects: 27 3rd-4th graders; medium-sized Midwest city. 2 groups of 11 and another of 5 additional students. One group of 11 - 2 LD students. Second group of 11 - 2 low achieving & one LD.
Effects: Control gained more reading comprehension than either experimental group “normal” students. Low achieving and Learning Disabled also appear to have had increased growth, but the statistics are not given to calculate a reliable Effect Size. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Graphic Organizers
Grades: 3-4
Keywords:
story mapping; schema |
Study:
Idol, L. & Croll, V.J.
Story-mapping training as a means of improving reading comprehension
Read full review
reading_k-3_113 |
Added
8-10-05
2 |
Strategy: Story-mapping
Subjects: Five students (grades 2-5) from three elementary schools in a medium-sized Midwestern city were selected by their special education teachers because they exhibited serious reading comprehension problems despite adequate decoding skills. One student was in a self-contained classroom; the others were receiving services from learning disabilities resource teachers.
Results: 4 of the 5 students demonstrated statistically significant net comprehension gains from baseline to maintenance. Improved reading comprehension did significantly maintain after removal of the story mapping. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Graphic Organizers
Diverse Learners
Grades: 2 - 5
Keywords: Story-mapping; learning disabled
|
Study:
Rasinski, T. & R. Oswald, R.
Making and writing words: Constructivist word learning in a second grade classroom.
Read full review
reading_k-3_186 |
Added
8-10-05
2 |
Strategy: Making and Writing Words
Subjects: Initially, 9 2nd grade students – 3 high, 3 average, 3 struggling readers. Control classroom with 9 students identifies with the same criteria. Orville Ohio public schools. When the study was extended to a follow-up, the same teachers and a new group of 32 students.
Results: Pending |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 2
Keywords: making words, writing, decoding |
| Linan-Thompson, S., & Hickman-Davis, P.
Supplemental reading instruction for students at risk for reading disabilities: Improve reading 30 minutes at a time.
Read full review
reading_k-3_187 |
Added
5-22-06
2 |
Strategy: Intensive, explicit, systematic instruction in fluency, phonemic awareness, reading comprehension, word analysis skills, and spelling skills.
Subjects: Ninety second-grade students (50 English-speaking students and 40 English Language Learners) from 10 Title I elementary schools in two neighboring school districts in an urban area of the Southwest.
Results: Pending |
Reading Topics:
• Comprehension
• Vocabulary
• Fluency
• Phonemic Awareness
Grade: 2
Diverse Learners
Keywords: |
Study:
Deno, Kim, Diment, & Rogers.
Comparison of reading intervention approaches for students with mild disabilities
Read full review
reading_4-6_150 |
2 |
Strategy: Peer Tutoring, Reciprocal Teaching, Effective Teaching Principles, Computer-Assisted Instruction (CAI), direct instruction models ( DI/SRA and DI format from Direct Instruction in Reading (Canine and Silbert, 1979).
Subjects: 176 students with mild disabilities grades 1-6 and 37 special education resource teachers
Results: Students’ average achievement gains were greater for only two of the six research models:
| |
Effect Size |
| Computer Assisted Instruction (CAI) |
+0.18 |
| Direct Instruction with Holt Materials |
+0.18 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 1-6
Diverse Learners
Keywords:
Direct instruction; computer assisted instruction; peer tutoring; reciprocal teaching; effective teaching |
Study:
Topping & Sanders.
Teacher effectiveness and computer assessment of reading: relating value added and learning information system data. (Accelerated Reader)
Read full review
reading_4-6_93 |
1 |
Strategy: Learning Information System, Accelerated Reader (AR) and Tennessee Value-Added Assessment System
Subjects: All Tennessee 2nd-8th graders tested by Tennessee Comprehensive Assessment Program (TCAP).
Results: There is no evidence of a causal relationship between AR and increased achievement. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: 2-8
Keywords:
Accelerated Reader |
Study:
Rowe & Rayford.
Activating background knowledge in reading comprehension assessment.
Read full review
reading_4-6_10 |
Meta-analysis |
Strategy: Schema elaboration in response to purpose questions
Subjects: 24 first graders, 28 sixth graders from intact elementary classes, and 22 tenth graders selected by high school administrators as a cross-section of the academic abilities from 2 schools in a small-city school district in south-central Indiana. Most were from white, middle-income families.
Results: Students at all grade levels were able to use purpose questions to activate background knowledge and make prediction about passage content. Content information activated was dependent upon student familiarity with the topic or on the number of familiar concepts also presented in the purpose question. Schema elaboration in the responses appeared to vary by purpose question. First graders tended to tell stories when asked to predict passage content. Sixth and tenth grade responses were found to be dependent upon the purpose question asked. |
Reading Topics:
• Comprehension
– Activating Background Knowledge
Grades: 1, 6, 10
Keywords:
purpose questions; genre clues; topic familiarity |
Study:
Vaughn, S., Chard, D.J., Bryant, D.P., Coleman, M., Tyler, B., Linan-Thompson,S., & Kouzekanani, K.
Fluency and comprehension interventions for third grade students.
Read full review
reading_k-3_159 |
Added
2-1-06
2 |
Strategy: Partner Reading, Collaborative Strategic Reading
Subjects: 111 3 rd graders and 8 teachers. 2 elementary schools in a small district w/rural and urban settings and highly mobile population. 56 students assigned to partner reading (16% white, 68% Hispanic). 55 students assigned to collaborative strategic reading (22% white, 53% Hispanic). 14% total students had reading difficulties
Results: Effect Sizes for all Reading Disability students on the Gray Oral Reading Tests:
All Reading Disability Students |
Rate |
Accuracy |
Comprehension |
Words per Minute |
0.83 |
0.28 |
0.14 |
0.42 |
|
Reading Topics:
• Comprehension
• Fluency
Grades: 3-5
Keywords: partner reading, collaborative reading, fluency, disabled readers |
Reviewers' Ratings of Research As explained in the Reading Summary page, selection of research for this database has emphasized studies meeting the definition of quality research as outlined in the federal No Child Lift Behind legislation. Remember that ratings in column 2 apply to the research design, not to the quality of the intervention studied or how powerful the method, strategy, or approach is in influencing overall student achievement. Design rating levels, as illustrated by the Gold Standard pyramid, are further explained on the Definitions page. The tables below are arranged by column 2, Design Rating, with highest ratings (or N/A) listed first.