82
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
156
Classwide Peer Tutoring
(CWPT)
Sidiridis,G., Utley, C., Greenwood, C., &
Delquadri, J. et al. (1997). Classwide Peer
Tutoring: Effects of the spelling performance
and social interactions of students with mild
disabilities and their typical peers in an
integrated instructional setting. Journal of
Behavioral Education, 7(4), 203-212.
No adequate control
group
Classwide Peer Tutoring
(CWPT)
Greenwood, C., Dinwiddie, G., Bailey, V., Carta,
J., Dorsey, D., Kohler, F., Nelson, C., Rotholtz,
D., & Schulte, D. (1987). Field replication of
classwide peer tutoring. Journal of Applied
Behavior Analysis, 20, 151-160.
Outside of age/grade
parameters
Classwide Peer Tutoring
(CWPT)
Buzhardt, J., Greenwood, C., Abbott, M., &
Tapia, Y. (2006). Research on scaling up
effective instructional intervention practice:
Developing a measure of the rate of
implementation. Educational Technology
Research and Development, 54(5), 467-492.
No control group
Classwide Peer Tutoring
(CWPT) + LMS
Abbott, M., Greenwood, C.R., Buzhardt, J., &
Tapia, Y. (2006). Using technology-based
teacher support tools to scale up the ClassWide
Peer Tutoring program. Reading and Writing
Quarterly, 22, 47-64.
No control group
Classwide Peer Tutoring
(CWPT) Learning
Management System
Buzhardt, J., Abbott, M., Greenwood, C.R., &
Tapia, Y. (2005). Usability testing of the
ClassWide Peer Tutoring-learning Management
System. Journal of Special Education
Technology, 20(1), 19-31.
Demographic
differences > 1/2 SD
apart
classwide peer-mediated
reading instruction (says
like CWPT, never
mentions PALS but
clearly like it)
Mathes, P.G., & Fuchs, L. (1993). Peer-
Mediated Reading Instruction in Special
Education Resource Rooms. Learning
Disabilities Research and Practice, (8)4, 233-
43.
No control group
CLEAR-Reading
Recovery
Bermel, S. (1987). Language development
component, CLEAR-Reading Recovery
Program 1985-86. Final evaluation report.
Columbus, OH: Columbus Public Schools, Ohio
Department of Evaluation Services (ERIC No
ED281157).
Pretest scores > 1/2
SD apart
CLIP (or some type of
Reading Recoveryesque
program)
Alegria-Romero, M.L. (2006). Development and
assessment of an early literacy intervention
program in an elementary school. Unpublished
doctoral dissertation, Northern Arizona
University
Pretest scores > 1/2
SD apart
70
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
157
Cogent-Prep
Hayward, D., Das, J., & Janzen, T. (2007,
September). Innovative programs for
improvement in reading through cognitive
enhancement: a remediation study of Canadian
First Nations children. Journal of Learning
Disabilities, 40(5), 443-457
Insufficient sample
size
Collections/ Intervention
Readers
Educational Research Institute of America
(ERIA). Winter/Spring 2001 study of the
instructional effectiveness of the intervention
readers in Harcourt's Reading/Language Arts
program: COLLECTIONS c2001
No adequate control
group
Compass Learning
Interactive, Inc. (2004). Pocatello School
District: An analysis of CompassLearning
student achievement outcomes in Pocatello,
Idaho. Research Report. San Diego, CA:
Compass Learning.
No adequate control
group
comprehension strategy
instruction
Manset-Williamson, G. & Nelson, J.M. (2005).
Balanced, strategic reading instruction for
upper-elementary and middle school students
with reading disabilities: A comparative study of
two approaches. Learning Disability Quarterly,
28, 59-74.
No control group
cori
Guthrie, J. T., Wigfield, A., Barbosa, P.,
Perencevich, K. C., Taboada, A., Davis, M. H.,
Scafiddi, N. T., & Tonks, S. (2004). Increasing
reading comprehension and engagement
through Concept-Oriented Reading Instruction.
Journal of Educational Psychology, 96, 403 423.
No control group
corrective reading
Flores, M., & Ganz, J. (2007, Winter2007).
Effectiveness of Direct Instruction for Teaching
Statement Inference, Use of Facts, and
Analogies to Students With Developmental
Disabilities and Reading Delays. Focus on
Autism & Other Developmental Disabilities,
22(4), 244-251.
No control group
Corrective Reading
Benner, G.J., Kinder, D., Beaudoin, K.M., Stein,
M., & Hirschmann, K. (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, 5(1), 67-80.
No control group
cross-age tutoring
Carberry, David John (2003) The effects of
cross-age tutoring in reading on tutees, tutors
and metacognitively trained tutors. Unpublished
doctoral dissertation, University of Minnesota.
Insufficient sample
size
72
The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education’s Center for Data-Driven
Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
158
cross-age tutoring
Coats, L.B. (2007). Cross-age tutoring: Effects
on reading achievement of tutors and tutees in
an after-school program. Unpublished doctoral
dissertation, Northcentral University.
Inadequate outcome
measure
cross-age tutoring
Standley, L. (2006). Cross-age peer-tutoring
effects on the English literacy development and
academic motivation of English language
learners identified with, and referred for, mild
and moderate disabilities. Unpublished doctoral
dissertation, The University of New Mexico
No control group
CWPT
Bradley, D., Bjorlykke, L., Mann, E., Homon, C.,
& Lindsay, J. (1993, October). Empowerment of
the general educator through effective teaching
strategies. Paper presented at the meeting of
the International Conference on Learning
Disabilities, Baltimore, MD.
No adequate control
group
CWPT
Neddenriep, Christine Elizabeth (2003).
Classwide peer tutoring: Three experiments
investigating the generalized effects of
increased oral reading fluency to silent reading
comprehension. Ph.D. dissertation, The
University of Tennessee, United States --
Tennessee. Retrieved March 12, 2009, from
Dissertations & Theses: Full Text database.
(Publication No. AAT 3104401).
Outside of age/grade
parameters
CWPT
Simmons, D., Fuchs, D., Fuchs, L.S., Pate, J., &
Mathes, P. (1994). Importance of instructional
complexity and role reciprocity to classwide
peer tutoring. Learning Disabilities Research
and Practice, 9(4), 203-212.
Demographic
differences > 1/2 SD
apart
DaisyQuest
Barker, T., & Torgesen, J. K. (1995). An
evaluation of computer-assisted instruction in
phonological awareness with below average
readers. Journal of Educational Computing
Research, 13(1), 89–103.
Insufficient sample
size
DaisyQuest
Barker, T.A. (1993). An evaluation of computer-
assisted instruction in phonological awareness
with below-average readers. Unpublished
doctoral dissertation, The Florida State
University.
Insufficient sample
size
DaisyQuest
Mitchell, M. J., & Fox, B. J. (2001). The effects
of computer software for developing
phonological awareness in low-progress
readers. Reading Research and Instruction,
40(4), 315–332.
No adequate control
group
76
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
159
DARA
Macrine, S., & Sabbatino, E. (2008, January).
Dynamic assessment and remediation
approach: Using the DARA approach to assist
struggling readers. Reading & Writing Quarterly:
Overcoming Learning Difficulties, 24(1), 52-76.
Pretest equivalency
not established/
documented
Decoding
Pullen, P., Lane, H., & Lloyd, J. (2005). Effects
of Explicit Instruction on Decoding of Struggling
First Grade Students: A Data-Based Case
Study. Education and Treatment of Children,
28(1), 63-75. Retrieved January 27, 2009, from
Education Full Text database.
Insufficient sample
size
DECtalk
Leong, C. (1995). Effects of on-line reading and
simultaneous DECtalk auding in helping below-
average and poor readers comprehend and
summarize text. Learning Disability Quarterly,
18, 101-116.
Inadequate outcome
measure
Designed by researchers
VAUGHN, S. , WANZEK, J. , MURRAY, C. ,
SCAM MACCA, N. , LINAN-THOMPSON, S. , et
al. (2009). Response to Early Reading
Intervention: Examining Higher and Lower
Responders. Exceptional Children, 75(2), 165-
183.
Insufficient sample
size
DI/Corrective Reading
Lloyd, J., Cullinan, D., Heins, E.D., & Epstein,
M. (1980). Direct Instruction: Effects on oral and
written language comprehension. Learning
Disabilities Quarterly, 3.
Inadequate outcome
measure
Direct Instruction
Branwhite, A. (1983, January 1). Boosting
Reading Skills by Direct Instruction. British
Journal of Educational Psychology, 53(3), 291-
98.
Insufficient sample
size
Direct Instruction /
Corrective Reading
Gregory, R. P., Hackney, C., & Gregory, N. M.
(1982). Corrective Reading programme: An
evaluation. British Journal of Educational
Psychology, 52, 33–50.
Inadequate outcome
measure
Direct Instruction/
Corrective Reading
Polloway, E., Epstein, M., Polloway, C., Patton,
J., & Ball,D. (1986). Corrective Reading
program: An analysis of effectiveness with
learning disabled and mentally retarded
students. Remedial and Special Education, 7(4),
41-47.
No control group
Direct Instruction/
Corrective Reading
Campbell, M. (1984). Corrective Reading
program evaluated with secondary students in
San Diego. ADI News, 3, 3.
Outside of age/grade
parameters
77
The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education’s Center for Data-Driven
Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
160
Direct Instruction/
Corrective Reading
Harris, R., Marchand-Martella, N., Martella, R.
(2000). Effects of a peer-delivered Corrective
Reading program. Journal of Behavioral
Education, 10, 21-36.
No control group
Direct Instruction/
Corrective Reading
Slaton, D. (2006). Effects of Corrective Reading
on the reading abilities and classroom behaviors
of middle school students with reading deficits
and challenging behavior. Behavioral Disorders,
313, 265-283.
Outside of age/grade
parameters
Direct Instruction/
Corrective Reading
Somerville, D., & Leach, D. (1988, February).
Direct or indirect instruction: An evaluation of
three types of intervention programs for
assisting students with specific reading
difficulties. Educational Research, 30 (1), 46-53.
No adequate control
group
Direct Instruction/
Corrective Reading
Vitale, M., Medland, M., Romance, N., &
Weaver, H. P. (1993). Accelerating reading and
thinking skills of low-achieving elementary
students: Implications for curricular change.
Effective School Practices, 12(1), 2-31.
Pretest equivalency
not established/
documented
Direct Instruction/SRA
Koehler, K. (1996). The effects of phonological
awareness and letter naming fluency on reading
acquisition for first-graders experiencing
difficulty learning to read. Dissertation Abstracts
International, 57 (7), 2944A (UMI No. 9638095).
Insufficient sample
size
Discrete vs continuous
speech
Higgins, E., & Raskind, M. (2000). Speaking to
read: the effects of continuous vs discrete
speech recognition systems on the reading and
spelling of children with learning disabilties.
Journal of Special Education Technology, 15(1),
19-30.
Insufficient sample
size
DISTAR
Kuder, S. (1991). Language Abilities and
Progress in a Direct Instruction Reading
Program for chidrenwith learning disabilities"
Journal of learning disabilities, 24 (2)124 - 127.
No control group
Distar and Johnny Right-
to-Read
Summerell, S., & Brannigan, G.G. (1977).
Comparison of reading programs for children
with low levels of reading readiness. Perceptual
and Motor Skills, 44(3), 743-6.
Inadequate outcome
measure
DISTAR vs Integrated
Reading-Writing
Traweek, D., & Berninger, V. (1997).
Comparisons of beginning literacy programs:
Alternative paths to the same learning outcome.
Learning Disability Quarterly, 20(2), 160-168.
No control group
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