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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: State:TEXAS [remove]; Full Text:yes [remove]; Classification:Early Literacy [remove];
5 results found.|
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Analysis of state K-3 reading standards and assessments: Final report An examination of the extent to which state kindergarten through third grade (K-3) reading standards and assessments address five components essential to effective reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension), based on an analysis of a stratified, random sample of states' reading standards and on the content of reading assessments in states with statewide assessments |
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Decodable texts for beginning reading instruction: The year 2000 basals A 2000 study of the nature and effect of changes in the texts used for beginning reading instruction in Texas |
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Effects of a brief tiered language intervention for prekindergartners at risk An examination of the impact of a language intervention for at risk children with whole-group and small-group instruction on the vocabulary skills of children, a study of the moderating relationship of initial language skills on those effects, as well as a study of teacher beliefs regarding oral language instruction, based on data from 39 early care and education programs in a large urban area in Texas |
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Response to intervention: Following three Reading Recovery children on their individual paths to becoming literate An examination of different responsive instructional approaches provided by Reading Recovery teachers to children who were initially the lowest readers and writers in their classes but who were able to progress to on-grade-level reading and writing proficiency after participating in the intervention, based on data from 3 first-grade boys from two suburban schools in the same school district in northern Texas |
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Super Why Summer Camp assessment findings: Summer 2008 An evaluation of the emergent literacy outcomes of participation in Super WHY! Reading Camp, a week-long summer literacy program for preschool-age children, based on pre- and post-test assessments of 454 children who participated in 2008 |
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