Reading K-3 Research Reviews
  
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The purpose of the Content Network's review tables is to organize the review teams' information regarding Reading research studies. The tables are works in progress; editing is in progress to streamline the data presention, and review teams are analyzing additional studies for inclusion. The table includes links to the teams' original reviews.
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Page Suggestions:
Finding
Printing

Summary Tables  

The following links take you to summary tables for particular topics of interest. Bold topics, from Comprehension to Meta-analyses, have tables farther down this page. Comprehension has the added feature of separate subtopic pages, such as Skills Instruction. Each subtopic link (both in this list and in the 4th column) opens a separate page.

• Comprehension; e.g.,

Activating Background Knowledge  |  Cooperative Strategies  |  Discussion  |  Graphic Organizers  |  Miscellaneous/Other  |  Skills Instruction  |  Strategy Instruction  |  Text Structure  |  Think Aloud  |  Questioning Strategies

• Fluency
• Phonemic Awareness
• Phonics
• Vocabulary
• Meta-analyses
 
Pyramid illustrating rating levels. 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.

 

Comprehension   (Top of page  •  Finding & Printing Suggestions)

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

Reading Topics:
• Comprehension
 – Strategy Instruction 
 – Graphic Organizers

Grades: 1

Keywords: story mapping, comprehension


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.

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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

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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)

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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

Fluency   (Top of page  •  Finding & Printing Suggestions)

Study Name
Design
Rating
Strategy, Subjects, Effects
Topics
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:
Eldredge.

Increasing the performance of poor readers in the 3rd grade with a group assisted strategy.

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reading_rf_9
5
 Strategy:  Group Assisted Strategy
Subjects: 36 low-achieving 3rd-graders in Provo, Utah
Effects: Total Reading on Gates-MacGinitie Effect Size= +.50

Reading Topics:
• Fluency
• Vocabulary 

Grades: 3

Keywords: group assisted reading, cooperative learning

Study:
Kaminsky, R. & Good, R.H.

Toward a technology for assessing basic early literacy skills.

Read full review

reading_k-3_188
Added
5-22-06
4
Strategy:   Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Subjects: Two cohorts in study: One cohort consisted of 37 kindergarteners; the second cohort consisted of 41 first-grade students
Effects: Pending		 Reading Topics:
• Fluency
• Vocabulary
• Phonological Awareness

Grades: K-1

Keywords:
DIBELS

Study:
Kamps, Wills, Greenwood, Thorne, Lazo, Crockett, Akers, & Swaggart.

Curriculum influences on growth in early reading fluency for students with academic and behavioral risks: A descriptive study.

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reading_k-3_95
3

Strategy:  Reading Mastery, Success for All, and Literature-based Reading
Subjects: 383 students from 5 low SES urban schools. Approx. 60% ethnic minority. Risk: 36% academic risks, 10% behavioral risks, 16% academic & behavioral.
Effects: This study concluded that literature-based programs were least helpful to students showing early academic risk. Students with no risk showed the highest gains, followed by those with behavioral risk, academic risk and those with both risks. The Reading Mastery curriculum provided the highest gains for all groups followed by Success for All with the literature-based curriculum producing the lowest gains.

Reading Topics:
   • Fluency

Grades: K-2
Diverse Learners

Keywords:
DIBELS; Reading Mastery; Success for All; at-risk students

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

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:

Phonemic Awareness   (Top of page  •  Finding & Printing Suggestions)

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:
Cunningham.

Explicit vs. implicit instruction in Phonemic awareness

Read full review

reading_rf_10
5
 Strategy:  Phonemic awareness and specific components of instruction that affect acquisition of phonemic awareness (skill and drill, and meta level approach)
Subjects: 42 Kindergarten children, 42 first graders from Midwest suburban-metropolitan area
Effects: Metropolitan Achievement Test
Kindergarten Skill and Drill Effect Size= +.39
Meta level Effect Size= +.56
First Grade Skill and Drill Effect Size= +.08
Meta level Effect Size= +.56

Reading Topics:
• Phonemic
  Awareness  

Grades: K and 1

Keywords: phonemic awareness, skill and drill, metacognition

Study:
Ball & Blachman.

Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?

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reading_rf_12
5
 Strategy:  Teaching kindergarten children to segment words into phonemes, the effects of segmentation training in kindergarten on early reading and spelling ability, and the effects of letter-name and letter-sound training in kindergarten on segmentation skills and on early reading and spelling ability.
Subjects: 89 kindergarten students in three schools from Syracuse, New York Public School District
Effects:
  Phoneme Awareness
Group Effect Size		 Language Activities
Group Effect Size
Segmentation     +1.8 +.20
Regular Words +2.35 +.45
Spelling +1.03 +.31
Reading Topics:
• Phonemic
  Awareness

Grades: K

Keywords: phonemic segmentation, letter names and letter sounds

Study:
O’Connor, Notari-Syverson, Vadasy.

Ladders to literacy; the effects of teacher led phonological activities for kindergarten children with and without disabilities

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reading_rf_13
5

Strategy:  Phonological skill training
Subjects: 3 General kindergarten classrooms (2) classrooms with children with disabilities, 2 Transition kindergarten classrooms for children who repeat kindergarten, and 3 self-contained kindergarten classes for children with mild disabilities.
Effects: Peabody Picture Vocabulary Test- Revised

General classroom Effect Size= +.67
Transition classroom Effect Size= +2.02
Disabilities, Integrated Effect Size= +1.65
Self-contained classroom Pre/Post data =
0.2 pretest
7.8 post test
Reading Topics:
• Phonemic
  Awareness

Grades: K

Keywords: phonological instruction

Study:
Lundberg, Rost, Peterson.

Effects of an extensive program for stimulating phonological awareness in preschool students

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reading_rf_14
5
 Strategy:  Metalinguistic Training
Subjects: 390 Danish preschool children representing 22 different kindergarten classes from lower middle-class and working class rural areas and relatively small villages and town.
Effects: Effect Size= +.98
Reading Topics:
• Phonemic
  Awareness

Grades: PK

Keywords: phonological awareness, metalinguistic

Study:
Santa & Hoien.

An assessment of early steps: A program for early intervention of reading problems

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reading_rf_15
5
 Strategy:  Early Steps
Subjects: 1st graders in four Montana schools, lower SES Caucasian families, Title 1 schools
Effects: Follow-up results—
Word Identification task 3 Effect Size=+.64
Word attack task 4 Effect Size=+1.2
Passage reading task 5 Effect Size=+1.0
Reading Topics:
• Phonemic
  Awareness

Grades: 1

Keywords: Title I, phonological skills, phonological strategies

Study:
Foorman, Francis, Fletcher, Schatschneider, & Mehta.

Role of instruction in learning to read, preventing reading failure in at-risk children

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reading_rf_16
5
 Strategy:  Direct Instruction in systematic sound-spelling correspondences practiced in decodable text (direct code); less direct instruction in systematic sound-spelling patterns embedded in connected text (embedded code); and implicit instruction in the alphabetic code while reading connected text (implicit code)
Subjects: 285 first and second graders receiving Title 1 services in an urban district with 19 elementary schools
Effects: Effect sizes of:
Woodcock-Johnson Reading
Kaufman Test of Education Achievement
 
Basic
 Passage Comp
Direct Code
+1.20
+.64
+.52
Embedded Code
+ .42
+ .20
+.04
Implicit Code
+ .53
+ .25
-.01

Reading Topics:
• Phonemic
  Awareness

Grades: 1 and 2

Keywords: direct instruction, explicit instruction, Title I, implicit code instruction, phonological processing skills

Study:
Qi, S. and O’Connor, R.

Comparison of phonological training procedures in kindergarten classrooms

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reading_k-3_138
Added
8-10-05
4
 Strategy: Phonological segmentation and blending and first sound identification and rhyming
Subjects: 61 low skilled kindergartners who scored less than 40% on 3 of 5 phonological skill measures.
Results:

Segmentation Posttest

 Effect size = 0.52

Blending Posttest

 Effect size = 0.20

Rhyming Posttest

 Effect size = 0.59
First Sound Identification Posttest Effect size = 0.94
Syllable Detection Posttest Effect size = 0.05
Woodcock-Johnson Letter-Word Posttest Effect size = 0.07
Woodcock-Johnson Dictation Posttest Effect size = 0.45

Reading Topics:
• Phonological Awareness

Grades: K

Keywords:
 phonological segmentation, blending, rhyming, initial sounds

Study:
Fuchs, D., Fuchs, L.S., Thompson, A., Al Otaiba, S., Yen, L., Yang,N.J., Braun, M., & O’Connor, R.E.

Exploring the importance of reading programs for kindergarteners with disabilities in mainstream classrooms .

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reading_k-3_143
Added
2-1-06
4
 Strategy: PA (Phonological Awareness Training) vs. PA + PALS (Peer-Assisted Learning Strategies)
Subjects: 33 kindergarten classrooms in 8 schools in a big-city school district. 19 classrooms included 1 or more students with disabilities
Results: Pre/Post treatment (growth scores)

Rapid Letter Name test

-0.42

Rapid Letter Sound test

0.69

Segmenting

0.40
Word ID 0.39

Reading Topics:
• Phonemic Awareness

Grades: K
Diverse Learners

Keywords: Pending

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:
Kaminsky, R. & Good, R.H.

Toward a technology for assessing basic early literacy skills

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reading_k-3_156
Added
2-1-06
4
 Strategy: Phonological segmentation and blending and first sound identification and rhyming
Subjects: 61 low skilled kindergartners who scored less than 40% on 3 of 5 phonological skill measures.
Results: Pending		 Reading Topics:
• Phonological Awareness

Grades: K

Keywords: phonological segmentation, blending, rhyming, initial sounds

Study:
Kaminsky, R. & Good, R.H.

Toward a technology for assessing basic early literacy skills.

Read full review

reading_k-3_188
Added
5-22-06
4
Strategy:   Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Subjects: Two cohorts in study: One cohort consisted of 37 kindergarteners; the second cohort consisted of 41 first-grade students
Effects: Pending		 Reading Topics:
• Fluency
• Vocabulary
• Phonological Awareness

Grades: K-1

Keywords:
DIBELS

Study:
Mathes, P.G., Howard, J.K., Allen, ,S. H., & Fuchs, D.

Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners.

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reading_k-3_145
Added
2-1-06
3
 Strategy: Peer-Assisted Learning Strategies for First Grade Readers (First-Grade PALS)
Subjects: 96 first graders; 56 low achievers, 20 average achievers, 20 high achievers, 8 of 96 identified as learning or language disabled, 4 of 96 had been retained
Results: 80% of the Low Achievers who participated in PALS made greater academic gains than students who did not. PALS had no significant effect on high achievers. For average achievers PALS had an effect size of +.50. 		Reading Topics:
• Phonemic Awareness

Grades: 1
Diverse learners

Keywords: PALS

Study:
Notari-Syverson, A. & Vadasy, P.

First-grade effects of teacher-led phonological activities in kindergarten for children with mild disabilities: A follow-up study .

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reading_k-3_154 and
reading_rf_11

Added
2-1-06
3
 Strategy: Phonological skills treatment in kindergarten .
Subjects: two general kindergartens that each included a few children with mild disabilities, one transition class of children repeating kindergarten, and two self-contained special education kindergartens (one for children with LD and one a mix of children–LD, MMR, or SED).
Results: Peabody Picture Vocabulary Test-Revised
Children Without Disabilities Effect Size= +.29
Children with Disabilities - Integrated Effect Size= +.34
Children with Disabilities - Self-Contained Effect Size= +.92
Reading Topics:
• Phonemic Awareness

Grades: K

Keywords: rhyming, rime, segmentation, phonological activities

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.

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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:
Fuchs, Fuchs, Thompson, Al Otaiba, Yen, Yang, Braun, and O’Connor.

Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers.

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reading_k-3_142
Added
2-1-06
2

Strategy:   Phonological Awareness training (Ladders); Peer-Assisted Learning Strategies (PALS)-- a peer-mediated approach to reading instruction and practice.
Subjects: 404 kindergarteners, including 25 special-education. Eight schools from the Metro-Nashville Public School system (4 Title I and 4 non-Title I) and 33 classrooms. Diverse cultures.
Results: Effect sizes -

Ladders versus control ranged from .46 to 1.30
Ladders + PALS versus control ranged from .45 to 2.10

Students receiving Ladders + PALS had a higher outcome score than did Ladders or the controls. Ladders and control groups made gains that were not substantially different.

 Reading Topics:
• Phonemic Awareness

Grades: K
Diverse Learners

Keywords: PALS, Ladders, phonemic awareness

Study:
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_155
Added
2-1-06
2
 Strategy: Systematic reading instruction in five areas: fluency, phonemic awareness, instructional-level reading with an emphasis on comprehension, word analysis, and spelling.
Subjects: Ninety second-grade students (50 English-speaking students and 40 English Language Learners) from 10 Title I elementary schools in two neighboring urban school districts.
Results: Pretest to Posttest
.
1:1
1:3
1:10
.
MEL
ELL
MEL
ELL
MEL
MEL
Word attack
1.02
0.72
1.19
0.21
1.42
1.39
Passage comprehension
2.10
1.20
1.39
1.35
1.16
0.89
Segmentation fluency
1.58
0.55
0.97
0.90
1.26
0.46
TORF
1.30
1.54
1.67
1.73
1.36
1.35
Reading Topics:
• Phonemic Awareness

Grades: 2
Diverse learners

Keywords: Pending

Study:
Rashotte, MacPhee, & Torgesen.

The effectiveness of a group reading instruction program with poor readers in multiple grades.

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reading_4-6_14
2

Strategy:  Spell Read P.A.T. (Phonological Awareness Training).
Subjects: 115 students, deficient reading skills, 1st-6th-grade. School - high proportion of low SES and low adult literacy. All students were Caucasian, 53% male and ranged in age from 6.1 years to 12.8 years.
Results: The results indicate that the Spell Read PAT program did make a significant impact at all grade levels in the students’ phonological and phonetic decoding skills.

Phonetic Decoding +1.67 to +2.20
Phonological awareness +0.96 to +1.56
Reading Comprehension +0.54 to +0.73
Reading Topics:
   • Phonemic Awareness

Grades: 1-6
Diverse Learners

Keywords: phonology, phonic, phonemic awareness, auditory skills

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:

Phonics

No studies currently listed.

Vocabulary   (Top of page  •  Finding & Printing Suggestions)

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:
Eldredge.

Increasing the performance of poor readers in the 3rd grade with a group assisted strategy

Read full review

reading_rf_9
5
 Strategy:  Group Assisted Strategy
Subjects: 36 low-achieving 3rd-graders in Provo, Utah
Effects: Total Reading on Gates-MacGinitie Effect Size= +.50

Reading Topics:
• Fluency
• Vocabulary 

Grades: 3

Keywords: group assisted reading, cooperative learning

Study:
Levin, Levin, Glasman, & Nordwall.

Mnemonic vocabulary instruction: additional effectiveness evidence.

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reading_rf_19
5
 Strategy:  Mnemonic Vocabulary Instruction
Subjects: Four experiments are reported, two with seventh- and eighth-grade students (experiment 1 - 202 seventh and eighth graders excluding students with special needs) (experiment 2- 99 seventh and eighth graders), and two with third- and fourth-grade students (experiment 3 - 53 fourth graders) (experiment 4 -74 third and fourth graders). The participating schools were in the Pacific southwest, and served an ethnically mixed (primarily white, Hispanic, and Oriental), lower-middle to upper-middle class neighborhood serving largely professional families.
Results:
Experiment
Effect Size
1 Mnemonic students v. context condition 0.85
2 Mnemonic students v. context condition 1.34
3 Mnemonic small group v. context small group (delayed) 0.63
Reading Topics:
• Vocabulary

Grades: 3-4 and 7-8

Keywords: mnemonics, vocabulary strategies, keyword method

Study:
Stahl & Fairbanks.

The effects of vocabulary instruction: A model-based meta-analysis.

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reading_4-6_54
Meta-analysis
4
Strategy:  Vocabulary Instruction
 Subjects: NA
Results: Vocabulary instruction does appear to have a significant effect on the comprehension of passages containing taught words (effect sizes averaged +.97*) and passages not necessarily containing taught words (effect size +.30)

Reading Topics:
• Vocabulary

Keywords:
definitions; context  

Study:
Kaminsky, R. & Good, R.H.

Toward a technology for assessing basic early literacy skills.

Read full review

reading_k-3_188
Added
5-22-06
4
Strategy:   Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Subjects: Two cohorts in study: One cohort consisted of 37 kindergarteners; the second cohort consisted of 41 first-grade students
Effects: Pending		 Reading Topics:
• Fluency
• Vocabulary
• Phonological Awareness

Grades: K-1

Keywords:
DIBELS

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:

Meta-analyses   (Top of page  •  Finding & Printing Suggestions)

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:
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:
Stahl & Fairbanks.

The effects of vocabulary instruction: A model-based meta-analysis.

Read full review

reading_4-6_54
Meta-analysis
4
Strategy:  Vocabulary Instruction
 Subjects: NA
Results: Vocabulary instruction does appear to have a significant effect on the comprehension of passages containing taught words (effect sizes averaged +.97*) and passages not necessarily containing taught words (effect size +.30)

Reading Topics:
• Vocabulary

Keywords:
definitions; context

Note: The Iowa Department of Education does not recommend the adoption of any program, strategy, practice or routine reviewed on this site. Information on this site should be viewed as information for use by districts and staff development providers as they plan staff development programs aimed at increasing the achievement of all their students.

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Path: State of Iowa > Educate > PK-12 Education > Educator Quality > Professional Development > Iowa Professional Development for Student Achievement > Content Network > Reading K-3

Updated 11-7-2006

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 * When effect sizes are averaged the results are more prone to error.