Language Programs Ranked by Grade Based Outcomes

One criticism I often see of meta-analysis is that different studies are measuring different outcomes. For example one reading program study might measure letter ID and phonemic awareness, whereas another might measure word ID and comprehension. Even more problematic, some studies list their impact without listing their measurement criteria. Moreover, the demographics of different studies are often very different, and different age demographics lead to different results. Earlier this year I put out a large, but non-peer reviewed meta-analysis of language programs. After doing so, I have often gotten the question, what is the best program for my specific situation. In order to address this question, and to help correct for the above listed (valid) criticism of meta-analysis, I have decided to put a small series of sub-analyses that break down my original results according to more specific outcomes, and rank programs based on their effect sizes, according to these outcomes. 

 

This analysis provides more specific outcomes for people to look at. However, it also lowers the total sample size and statistical power of the analysis. This is especially true, as most studies only look at a small number of specific outcomes, with this in mind, readers should note that most language programs will be excluded from most sub-analyses, due to a lack of research. If you would like to learn more about the methodology behind this analysis, you can find the original sourced article here: https://www.teachingbyscience.com/a-meta-analysis-of-language-programs 

 

On this page, you can find language programs ranked by effect size for each grade. Please note that this page will be updated over time, as I add new research. 

Written by Nathaniel Hansford

Last Edited 2022-05-28

References: 

 

LLI: 

Center for Research Policy in Education. (2012). Efficacy of the Leveled Literacy Intervention System for K–2 Urban Students: An Empirical Evaluation of LLI in Denver Public Schools Study Dates: 2011–2012. University of Memphis. Retrieved from <https://www.fountasandpinnell.com/shared/resources/FP_LLI_Research_CREP-LLI-Efficacy-Full-Report-2012.pdf>. 

 

Center for Research Policy in Education. (2010). Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell’s Leveled Literacy Intervention System (LLI) Retrieved from <https://www.fountasandpinnell.com/shared/resources/FP_LLI_Research_CREP-LLI-Efficacy-Full-Report-2010.pdf>. 

 

Center for Research Policy in Education. (2016). The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3–5: Data Summary Report for Abilene Independent School District 2015–2016. University of Memphis. Retrieved from <https://www.fountasandpinnell.com/shared/resources/LLI%203-5%202015_16-AISD_FULL_REPORT-web.pdf>. 


 

 

 

Center for Research Policy in Education. (2015). The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3–5: Data Summary Report for Denver Public Schools 2015–2016. University of Memphis. Retrieved from <https://www.fountasandpinnell.com/shared/resources/LLI%203-5%202015_16-DPS_FULL_REPORT-web.pdf>. 

 

Center for Research Policy in Education. (2016). The Efficacy of the Leveled Literacy

 

Intervention System for Students in Grades 3–5: Data Summary Report for Sandwich Public Schools 2015–2016. University of Memphis. Retrieved from <https://www.fountasandpinnell.com/shared/resources/LLI%203-5%202015_16-SPS_FULL_REPORT-web.pdf>. 

 

Heinmann. (2010). Levelled Literacy Intervention, Research and Data Collection Project. Fountas and Pinnell. Retrieved from <https://www.fountasandpinnell.com/shared/resources/FP_LLI_Research_Research-and-Data-Collection-Project-Report.pdf>. 

 

Gonzalez, et al. (2018). Challenges in Adolescent Reading Intervention: Evidence from a Randomized Control Trial. Mathmatica Policy Research. Retrieved from <https://files.eric.ed.gov/fulltext/ED587404.pdf>.  

 

Lang, Laura & Torgesen, Joseph & Vogel, William & Chanter, Carol & Lefsky, Evan & Petscher, Yaacov. (2009). Exploring the Relative Effectiveness of Reading Interventions for High School Students. Journal of Research on Educational Effectiveness. 2. 149-175. 10.1080/19345740802641535. 

 

Metz, Tracie Jean, "A case study: Effects of using leveled literacy intervention on fourth and fifth grade students' reading achievement" (2014). ETD Collection for Fayetteville State University. AAI3581423.

 

https://digitalcommons.uncfsu.edu/dissertations/AAI3581423


 

 

 

J, Majewski. (2018). The effects of a leveled literacy inter acy intervention  (LLI) on elementary age students reading below grade level. Rowan University. Retrieved from <https://rdw.rowan.edu/cgi/viewcontent.cgi?article=3574&context=etd>. 

 

J, Hattie. (2021). Visible Learning Metax. Retrieved from <www.visiblelearningmetax.com>. 

 

N, Hansford. (2021). Morphology. Pedagogy Non Grata. Retrieved from <https://nathanielhansford.wixsite.com/website/morphology>. 

 

Linnea, et al. (2001). Systematic Phonics Instruction Helps Students Learn to Read: Evidence From the National Reading Panel’s Meta-Analysis. Ontario Institute for Studies in Education. Retrieved from <https://www.dyslexie.lu/JDI_02_02_04.pdf>.

 

Reading Recovery: 

R, Colvin. Reading Recovery Revisited. The School Superintendent Association. Retrieved from <https://aasa.org/SchoolAdministratorArticle.aspx?id=15712>

 

 

 

D’Agostino, J. V., & Harmey, S. J. (2016). An International Meta-Analysis of Reading Recovery. Journal of Education for Students Placed at Risk (JESPAR), 21(1), 29–46. https://doi.org/10.1080/10824669.2015.1112746

 

Gardner, J., Sutherland, A., & Meenan-Strain, C. (1998) Reading Recovery in Northern Ireland: The first two years. Belfast, Ireland: Blackstaff.  

 

Schwartz, Robert. (2005). Literacy Learning of At-Risk First-Grade Students in the Reading Recovery Early Intervention.. Journal of Educational Psychology. 97. 257-267. 10.1037/0022-0663.97.2.257.  

 

Sirinides, P., Gray, A., & May, H. (2018). The Impacts of Reading Recovery at Scale: Results From the 4-Year i3 External Evaluation. Educational Evaluation and Policy Analysis, 40(3), 316–335. https://doi.org/10.3102/0162373718764828 

 

Burroughs-Lange, S. (2008). Comparison of literacy progress of young children in London Schools: A RR Follow-Up Study.London, UK: Institute of Education. Retrieved from https://www.ioe.ac.uk/Comparison_of_Literacy_Progress_of_Young_Children_in_London_Schools_-_A_Reading_Recovery_Follow_up_Study_.pdf

 

Hurry, J., & Sylva, K. (2007). Long-term outcomes of early reading intervention. Journal of Research in Reading, 30(3), 227–248. https://doi.org/10.1111/j.1467-9817.2007.00338.x

 

Pinnell, Html & Lyons, Carol & Deford, Diane & Bryk, Anthony & Seltzer, Michael. (1994). Comparing Instructional Models for the Literacy Education of High-Risk First Graders. 

 

Reading Research Quarterly. 29. 10.2307/747736. 

 

Holliman, A.J., and Hurry, J. (2013) The effects of Reading Recovery on children's literacy progress and Special Educational Needs status: A three-year follow-up study. Educational Psychology, 33(6), pp. 719-733

 

Shanahan, T., & Barr, R. (1995). Reading Recovery: an independent evaluation of the effects of an early instructional intervention for at-risk learners. Reading Research Quarterly, 30, 958–996. https://doi-org.ezproxy.lakeheadu.ca/10.2307/748206

 

Lyons, C. A. (1988). Reading Recovery: Early intervention for at-risk first graders (Educational Research Service Monograph). Arlington, VA: Educational Research Service. (ERIC Document Reproduction

Service No. ED303790).

 

DeFord, D., Pinnell, G. S., Lyons, C. A., & Young, P. (1987). Reading Recovery program: Report of the follow-up studies

(Vol. VII). Columbus, OH: The Ohio State University.

 

Empower Reading: 

 

Lovett, M. W., Frijters, J. C., Wolf, M., Steinbach, K. A., Sevcik, R. A., & Morris, R. D. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109(7), 889-914. doi:http://dx.doi.org/10.1037/edu0000181

 

Jolly Phonics:

Nasrawi, A., & Al-Jamal, D. (2017). The Effect of Using Jolly Phonics on Jordanian First Grade Pupils’ Reading. International Online Journal of Education & Teaching, 4(2), 106–119.

 

Callinan, C., & van der Zee, E. (2010). A comparative study of two methods of synthetic phonics instruction for learning how to read: Jolly Phonics and THRASS. Psychology of Education Review, 34(1), 21–31.

 

M, Stuart. (1999). Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Psychology. Retrieved from <https://jolly2.s3.amazonaws.com/Research/Getting%20Ready%20for%20Reading.pdf>. 

 

C, Crane, Et, Al. (1999). Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. University of York. Retrieved from <https://jolly2.s3.amazonaws.com/Research/BowyerCrane%20etal2007proof.pdf>. 

 

L, Farokhbakht. The Effect of Using Multisensory-based Phonics in Teaching Literacy on EFL Young Female/Male Learners' Early Reading Motivation. University of Isfahan. Retrieved from <https://jolly2.s3.amazonaws.com/Research/The%20Effect%20of%20Using%20Multisensory-based%20Phonics%20in%20Teaching%20Literacy%20on%20EFL%20Young%20FemaleMale%20Learners'%20Early%20Reading%20Motivation.pdf>. 

 

N, Katechaiyo, et al. EFFECTS OF JOLLY PHONICS INSTRUCTION FOR PUPIL BOOK 1 ON REDING ABILITY OF THAI EFL YOUNG LEARNERS. Retrieved from <https://jolly2.s3.amazonaws.com/Research/Revealing%20the%20secrets%20of%20remarkable%20improvement%20of%20Thai%20EFL%20young%20learners_Aug.2021.pdf>. 

 

Republic of Gambia. (2009).  IMPACT ASSESSMENT OF INTERVENTIONS ON EARLY GRADE READING ABILITY (EGRA) IN SCHOOLS. Retrieved from <https://www.jollylearning.co.uk/evidence/research/>.  

 

Government of Nigeria. (2014). REPORT ON THE MONITORING EXERCISE FOR THE IMPLEMENTATION OF JOLLY PHONICS APPROACH IN THE FEDERAL CAPITAL TERRITORY, ABUJA. Retrieved from <https://s3.amazonaws.com/jolly2/Research/Jolly+Phonics+in+FCT.pdf>. 

 

 

N, Katechaiyo, Et al. EFFECTS OF JOLLY PHONICS INSTRUCTION FOR PUPIL BOOK 1 ON READING ABILITY OF THAI EFL YOUNG LEARNERS. Retrieved from <https://jolly2.s3.amazonaws.com/Research/Revealing%20the%20secrets%20of%20remarkable%20improvement%20of%20Thai%20EFL%20young%20learners_Aug.2021.pdf>. 

 

 

-NRP. (2001). Teaching Children to Read: An Evidence Based Assessment of the Scientific Literature on Reading Instruction. United States Government. Retrieved from <https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf>.

 

CKLA: 

 

Amplify. (2019). Amplify CKLA AZ grade 5 efficacy research report. Retrieved from <https://amplify.com/wp-content/uploads/2019/12/CKLA_AZ-grade-5-efficacy-research-report.pdf>.

 

CKLA. (2019). CK Early Literacy Pilot. Retrieved from <https://amplify.com/wp-content/uploads/2019/12/CKLA-Early-Literacy-Pilot.pdf>. 

 

Cabell, S.Q., White, T.G., Kim, J., Hwang, H., & Gale, C. (2019, December). Impact of the Core Knowledge Language Arts read-aloud program on kindergarteners’ vocabulary, listening comprehension, and general knowledge. Paper presented at the annual meeting of the Literacy Research Association, Tampa, FL.

 

Cabell, S. Q., & Hwang, H. (2020). Building Content Knowledge to Boost Comprehension in the Primary Grades. Reading Research Quarterly, 55, S99–S107. https://doi-org.ezproxy.lakeheadu.ca/10.1002/rrq.338

 

Elleman, A.M., Lindo, E.J., Morphy, P., & Compton, D.L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1–44. https://doi.org/10.1080/1934574080 2539200

 

S, Cabell. (Date not specified).Impact of a content-rich English language arts program on kindergarten students' language and knowledge. Florida State University. Retrieved from <https://www.triplesr.org/impact-content-rich-english-language-arts-program-kindergarten-students-language-and-knowledge>. 

 

 

 

J, Wedman. (2004). Core Knowledge Curriculum and School Performance. University of Missour. Retrieved from <https://www.coreknowledge.org/wp-content/uploads/2016/12/CK_National_Study_2004.pdf>. 

 

M, Abele. (2000). CORE KNOWLEDGE CURRICULUMFive-Year Analysis of Implementation and Effects in Five Maryland Schools. John Hopkins University. 

 

Retrieved from <https://www.coreknowledge.org/wp-content/uploads/2016/12/FiveYearEffects_Maryland_2000.pdf>.

 

Wilson: 

Wilson. (2022) Fundation. Retrieved from <https://www.wilsonlanguage.com/programs/fundations/>. 

 

 

Fritts, J. L. (2016). Direct instruction and Orton-Gillingham reading methodologies:

Effectiveness of increasing reading achievement of elementary school students with learning

disabilities (Publication No. 10168236) [Master’s thesis, Northeastern University]. ProQuest Dissertations and Theses Global. Reuter, 

 

H. B. (2006). Phonological awareness instruction for middle school students with disabilities:

A scripted multisensory intervention (Publication No. 3251867) [Master’s thesis,University of Oregon]. ProQuest Dissertations and Theses Global.

 

Torgesen, J., Schirm, A., Castner, L., Vartivarian, S., Mansfield, W., Myers, D., Stancavage,

F., Durno, D., Javorsky, R., & Haan, C. (2007). National assessment of Title I: Final

report. Volume II. Closing the reading gap: Findings from a randomized trial of four reading

interventions for striving readers (NCEE 2008-4013). National Center for Education

Evaluation and Regional Assistance. https://ies.ed.gov/ncee/pdf/20084013.pdf

 

Wanzek, J., & Roberts, G. (2012). Reading interventions with varying instructional emphases

for fourth graders with reading difficulties. Learning Disability Quarterly, 35(2), 90–101.

https://doi.org/10.1177/0731948711434047

 

Reading SImplified: 

Bratsch-Hines, M., Vernon-Feagans, L., Pedonti, S., & Varghese, C. (2020). Differential Effects of the Targeted Reading Intervention for Students With Low Phonological Awareness and/or Vocabulary. Learning Disability Quarterly, 43(4), 214–226. https://doi-org.ezproxy.lakeheadu.ca/10.1177/073194871985868

 

 

 

Aiken. (2020). Targeted Reading Intervention Teacher Certification: An Approach to Building and Sustaining Teacher Expertise in Rural Schools. Literacy Research and Instruction., 59(4), 346–369.

 

Amendum, S. J., Bratsch, H. M., & Vernon, F. L. (2018). Investigating the Efficacy of a Web‐Based Early Reading and Professional Development Intervention for Young English Learners. Reading Research Quarterly, 53(2), 155–174. https://doi-org.ezproxy.lakeheadu.ca/10.1002/rrq.188

 

Vernon-Feagans, L., Gallagher, K., Ginsberg, M. C., Amendum, S., Kainz, K., Rose, J., & Burchinal, M. (2010). A Diagnostic Teaching Intervention for Classroom Teachers: Helping Struggling Readers in Early Elementary School. Learning Disabilities Research & Practice (Wiley-Blackwell), 25(4), 183–193. https://doi-org.ezproxy.lakeheadu.ca/10.1111/j.1540-5826.2010.00316.x

 

Vernon-Feagans, L., Kainz, K., Amendum, S., Ginsberg, M., Wood, T., & Bock, A. (2012). Targeted Reading Intervention: A Coaching Model to Help Classroom Teachers With Struggling Readers. Learning Disability Quarterly, 35(2), 102–114. https://doi.org/10.1177/0731948711434048

 

Amendum, S. J., Vernon-Feagans, L., & Ginsberg, M. C. (2011). The Effectiveness of a Technologically Facilitated Classroom-Based Early Reading Intervention. Elementary School Journal, 112(1), 107–131.

 

Vernon-Feagans, L., Kainz, K., Amendum, S., Ginsberg, M., Wood, T., & Bock, A. (2012). Targeted Reading Intervention: A Coaching Model to Help Classroom Teachers With Struggling Readers. Learning Disability Quarterly, 35(2), 102–114. https://doi-org.ezproxy.lakeheadu.ca/10.1177/0731948711434048

 

 Vernon-Feagans, L., Kainz, K., Ginsberg, M., Hedrick, A., & Amendum, S. (2013). Live Webcam Coaching to Help Early Elementary Classroom Teachers Provide Effective Literacy Instruction for Struggling Readers: The Targeted Reading Intervention. Journal of Educational Psychology, 105(4), 1175–1187. https://doi-org.ezproxy.lakeheadu.ca/10.1037/a0032143

 

HMH

The Learning Company. (2020). HMH Into Reading Implementation Study Research Study Results 2019-2020. Retrieved from <https://s3.amazonaws.com/prod-hmhco-vmg-craftcms-public/research/Research-Results-Paper-Into-Reading-2019-2020-SY.pdf>. 

 

R, Eddy, Et al. (2020). QUASI-EXPERIMENTAL DESIGN. Cobblestone. Retrieved from <https://s3.amazonaws.com/prod-hmhco-vmg-craftcms-public/research/HMH-Into-Reading-ESSA-Tier-2-QED-Study-Report.pdf>. 


 

Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2022). A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades. Exceptional Children, 88(2), 163–184. https://doi.org/10.1177/00144029211050860

 

Rewards:

C, Buttler. (2013). The impact of REWARDS on reading skills of students with learning disabilities. California State University. <https://digitalcommons.csumb.edu/cgi/viewcontent.cgi?article=1402&context=caps_thes>.


 

M, Shippen. (2004). A Comparison of Two Direct Instruction Reading Programs for Urban Middle School Students. Remedial and Special Education. Retrieved from <http://mathenrich.pbworks.com/w/file/fetch/52804182/AComparison.pdf>. 

 

Anita Archer, Mary Gleason, and Vicky Vachon. (No known date). Unidentified RCT Study. Broken link: <https://fcrr.org/FCRRReports/PDF/RewardsPlus.pdf>. 

 

I, Klee. (2015). The Effect Using the REWARDS® Reading Program on Vowel Sounds, Word Part, and Prefix and Suffix Identification in Multi-Syllabic Words: A Case Report. Education Research Quarterly. Retrieved from <https://eric.ed.gov/?id=EJ1061951>. 

 

R, Autzen. (2021). REWARDS: A Reading Intervention Program to Address Grade Level Reading Ability. Undergraduate Scholarly Showcase Proceedings. Retrieved from <https://journals.uc.edu/index.php/Undergradshowcase/article/view/4582/3456>. 

 

R, Kerl. (2018). Timing is Everything: Adapting Rewards Intermediate For 4th And 5th Grade Striving Readers. Hamline University. Retrieved from <https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=5436&context=hse_all>. 

 

The Learning Company. (2020). HMH Into Reading Implementation Study Research Study Results 2019-2020. Retrieved from <https://s3.amazonaws.com/prod-hmhco-vmg-craftcms-public/research/Research-Results-Paper-Into-Reading-2019-2020-SY.pdf>.  

 

 

R, Eddy, Et al. (2020). QUASI-EXPERIMENTAL DESIGN. Cobblestone. Retrieved from <https://s3.amazonaws.com/prod-hmhco-vmg-craftcms-public/research/HMH-Into-Reading-ESSA-Tier-2-QED-Study-Report.pdf>. 

 

Filderman, M. J., Austin, C. R., Boucher, A. N., O’Donnell, K., & Swanson, E. A. (2022). A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades. Exceptional Children, 88(2), 163–184. https://doi.org/10.1177/00144029211050860

 

SPIRE: 

 M, Gallagher. (2019). S.P.I.R.E. Intensive Reading Intervention: A Comparative Analysis at Second Through Sixth. Spire. Retrieved from <https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/research-papers/Study-Intensive-Reading-Intervention-Gallagher-2019-SPIRE.pdf>. 

 

M, Wilger. (2008). Spring Independent SchoolDistrict (ISD),TX 2007-2008 SchoolYear. Auto Skill International. Retrieved from <https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/studies/ES_Spring_TX.pdf>. 

 

 A, Grippi. (2006). Teaching the Disruptive Child to Read: An Evaluation of the SPIRE Reading Program. International Journal of Arts and Sciences. Retrieved from <https://eps.schoolspecialty.com/EPS/media/Site-Resources/Downloads/Miscellaneous/spire/teaching-the-disruptive-child.pdf?ext=.pdf>.

 

Words Their Way:

 

Eddy, R. M., Ruitman, T., Hankel, N., Matelski, M. H. & Schmalstig, M. (2011). Pearson Words Their Way: Word Study in Action Intervention Efficacy Study Final Report.

ELL Toolbox. (2022). Words Their Way. Retrieved from <http://www.elltoolbox.com/words-their-way.html#.YhW4XujMLIV>.

 

Take Flight: 

Ring, J., Avrit, K., Black, J., Ring, J. J., Avrit, K. J., & Black, J. L. (2017). Take Flight: the evolution of an Orton Gillingham-based curriculum. Annals of Dyslexia, 67(3), 383–400. https://doi-org.ezproxy.lakeheadu.ca/10.1007/s11881-017-0151-9

 

Wonders: 

McGraw Hill. (2016). Champaign Community Schools scores on NWEA MAP® reading assessment increased significantly from fall 2015 to spring 2016. Retrieved from <https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/school/explore/sites/wonders/efficacy-and-success-brochure.pdf>. 

 

McGraw Hill. (2016). California ELA Test Score Analysis: Wonders Research Report. Retrieved from <https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/school/explore/sites/wonders/efficacy-and-success-brochure.pdf>.

 

Lexia:

Rachel Schechter, Paul Macaruso, Elizabeth R. Kazakoff & Elizabeth Brooke (2015) Exploration of a Blended Learning Approach to Reading Instruction for Low SES Students in Early Elementary Grades, Computers in the Schools, 32:3-4, 183-200, DOI: 10.1080/07380569.2015.1100652

 

Macaruso, P., Hook, P. E., & McCabe, R. (2006). The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading, 29(2), 162–172. https://doi-org.ezproxy.lakeheadu.ca/10.1111/j.1467-9817.2006.00282.x

 

Macaruso, P., & Rodman, A. (2011). Efficacy of Computer-Assisted Instruction for the Development of Early Literacy Skills in Young Children. Reading Psychology, 32(2), 172–196. https://doi-org.ezproxy.lakeheadu.ca/10.1080/02702711003608071 

 

Hurwitz, L.B. (2020). Supporting Struggling and Non-Proficient Middle School Readers with the Lexia PowerUp Literacy Program. Concord, MA: Lexia Learning Systems LLC, A Rosetta Stone Company

 

S, Wilkes, Et al. (2016). Exploration of a Blended Lerning Approach to Reading Instruction in Second Grade. Edmedia. Retrieved from <https://www.lexialearning.com/user_area/content_media/raw/EdMediaPresentation_TitleI.pdf>. 

 

Macaruso, P., & Walker, A. (2008). The Efficacy of Computer-Assisted Instruction for Advancing Literacy Skills in Kindergarten Children. Reading Psychology, 29(3), 266–287. https://doi-org.ezproxy.lakeheadu.ca/10.1080/02702710801982019

 

Schechter, R., Macaruso, P., Kazakoff, E.R. and Brooke, E. (2015). Exploration of a blended learning approach to reading instruction for low SES students in early elementary grades. Computers in the Schools, 32, 183–200.

 

Macaruso, P., & Rodman, A. (2011). Benefits of Computer-Assisted Instruction to Support Reading Acquisition in English Language Learners. Bilingual Research Journal, 34(3), 301–315. https://doi-org.ezproxy.lakeheadu.ca/10.1080/15235882.2011.622829

 

Paul Macaruso & Alyson Rodman (2009) Benefits of computer‐assisted instruction for struggling readers in middle school, European Journal of Special Needs Education, 24:1, 103-113, DOI: 10.1080/08856250802596774 

 

Feng, L., Lindner, A., Ji, X. R., & Malatesha Joshi, R. (2019). The roles of handwriting and keyboarding in writing: a meta-analytic review. Reading & Writing, 32(1), 33–63. https://doi-org.ezproxy.lakeheadu.ca/10.1007/s11145-017-9749-x 

 

Ehri, Linnea & Nunes, Simone & Willows, Dale & Schuster, Barbara & Yaghoub-Zadeh, Zohreh & Shanahan, Timothy. (2001). Phonemic Awareness Instruction Helps Children Learn to Read: Evidence From the National Reading Panel's Meta-Analysis. Reading Research Quarterly. 36. 250-287. 10.1598/RRQ.36.3.2.  

 

Elleman, A.M., Lindo, E.J., Morphy, P., & Compton, D.L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2(1), 1–44. https://doi.org/10.1080/1934574080 2539200 

 

HMH. (2022). Research Into Reading Research Foundations. Retrieved from <https://www.hmhco.com/research/hmh-into-reading-research-foundations>. 


 

-NRP. (2001). Teaching Children to Read: An Evidence Based Assessment of the Scientific Literature on Reading Instruction. United States Government. Retrieved from <https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf>.

 

 

Voyageur Sopris. (2022). Reading Intervention. Retrieved from <https://www.voyagersopris.com/literacy/rewards/overview>.

 

Open Court: 

Skindrud, K., & Gersten, R. (2006). An Evaluation of Two Contrasting Approaches for Improving Reading Achievement in a Large Urban District. Elementary School Journal, 106(5), 389–407. https://doi-org.ezproxy.lakeheadu.ca/10.1086/505437

 

Stockard, J. (2010). Promoting Reading Achievement and Countering the “Fourth-Grade Slump”: The Impact of Direct Instruction on Reading Achievement in Fifth Grade. Journal of Education for Students Placed at Risk, 15(3), 218–240. https://doi.org/10.1080/10824669.2010.495687

 

Vaden-Kiernan, M., Borman, G., Caverly, S., Bell, N., Sullivan, K., Ruiz de Castilla, V., Fleming, G., Rodriguez, D., Henry, C., Long, T., & Hughes Jones, D. (2018). Findings From a Multiyear Scale-Up Effectiveness Trial of Open Court Reading. Journal of Research on Educational Effectiveness, 11(1), 109–132. https://doi-org.ezproxy.lakeheadu.ca/10.1080/19345747.2017.1342886

 

 Borman, G. D., Dowling, N. M., & Schneck, C. (2008). A Multisite Cluster Randomized Field Trial of Open Court Reading. Educational Evaluation and Policy Analysis, 30(4), 389–407. https://doi.org/10.3102/0162373708326283

 

Remediation Plus: 

Corcoran, R., & Ross, S.M. (2015). An Evaluation of the Effectiveness of the Remediation Plus Program on Improving Reading Achievement of Students in the Marinette (WI) School District.

 

Spelling Mastery:

Darch, C., Eaves, R. C., Crowe, D. A., Simmons, K., & Conniff, A. (2006). Teaching spelling to students with learning disabilities: A comparison of rule-based strategies versus traditional instruction. Journal of Direct Instruction, 6(1), 1–16.


 

Darch, C., & Simpson, R. G. (1990). Effectiveness of visual imagery versus rule-based strategies in teaching spelling to learning disabled students. Research in Rural Education, 7(1), 61–70.

 

Reading Mastery:

 

C, Schieffer. (2002). An Analysis of the Reading Mastery Program: Effective Components and Research Review. Journal of Direct Instruction. Volume 2: Issue 2. Retrieved from <https://www.nifdi.org/research/journal-of-di/volume-2-no-2-summer-2002/442-an-analysis-of-the-reading-mastery-program-effective-components-and-research-review/file.html>. 

 

 

 

Yu, L., & Rachor, R. (2000, April). The two-year evaluation of the three-year Direct Instruction program, in an urban public school system. Presented at the annual meeting of the American Educational Research Association, New Orleans, LA.

 

O'Connor, R. E., Jenkins, J. R., Cole, K. N., & Mills, P. E. (1993). Two approaches to reading instruction with children with disabilities: does program design make a difference?. Exceptional children, 59(4), 312–323. https://doi.org/10.1177/001440299305900404

 

The Development of Early Academic Success: The Impact of Direct Instruction’s Reading Mastery. (2010). Journal of Behavior Assessment & Intervention in Children, 1(1), 2–24. https://doi-org.ezproxy.lakeheadu.ca/10.1037/h0100357

 

Corrective Reading: 

Benner, G. J., Michael, E., Ralston, N. C., & Lee, E. O. (2022). The impact of supplemental word recognition strategies on students with reading difficulties. International Journal of Instruction, 15(1) 837-856. https://doi.org/10.29333/iji.2022.15148a. 

 

Benner, Gregory & Kinder, Diane & Beaudoin, Kathleen & Stein, Marcy. (2005). The Effects of the "Corrective Reading Decoding" Program on the Basic Reading Skills and Social Adjustment of Students with High-Incidence Disabilities. Journal of Direct Instruction.

 

Lloyd, J., Cullinan, D., Heins, E. D., & Epstein, M. H. (1980). Direct Instruction: Effects on Oral and Written Language Comprehension. Learning Disability Quarterly, 3(4), 70–76. https://doi.org/10.2307/1510677