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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
161
DISTAR/Corrective
Reading vs Integrative
Skills method
Richardson, E., Dibenedetto, B., Christ, A.,
Press, M., & Winsbert, B. (1978). An
assessment of two methods for remediating
reading deficiencies. Reading Improvement,
15(2), 82-95.
no control group
Early identification
Hurford, D.P., Johnston, M., Nepote, P.,
Hampton, S., Moore, S., Neal, J., Mueller, A.,
McGeorge, K., Huff, L., Awad, A., Tatro, C.,
Juliano, C., & Huffman, D. (1994). Early
identification and remediation of phonological-
processing deficits in first-grade children at risk
for reading disabilities. Journal of Learning
Disabilities, 27(10), 647-659.
Insufficient information
on outcome data
Early Intervention in
Reading (EIR)
Wing, M.A. (1994). The Effects of a
Supplemental Literacy Program on Students in
a Developmental First-Grade Classroom Using
Cross-age Tutors. Dissertation Abstracts
International, 50 (1), 151A (UMI No.9514687).
Inadequate outcome
measure
Early Intervention in
Reading (EIR) / Coss-
Age tutoring
Taylor, B.M., Hanson, B., Justice-Swanson, K.
& Watts, S. (1997). Helping Struggling Readers:
Linking Small-Group Intervention with Cross-
Age Tutoring. The Reading Teacher, 51(3), 196-
209.
Inadequate outcome
measure
Early Literacy Project
(Project Read a large
component)
Englert, C., Garmon, A., Mariage, T., Rozendal,
M., Tarrant, K., & Urba, J. (1995). The Early
Literacy Project: Connecting across the literacy
curriculum. Learning Disability Quarterly, 18(4),
253-275.
Pretest scores > 1/2
SD apart
earobics
Gale, D. (2006). The effect of computer-
delivered phonological awareness training on
the early literacy skills of students identified as
at-risk for reading failure. Retrieved from the
University of South Florida website:
http://purl.fcla.edu/usf/dc/et/SFE0001531.
No control group
Earobics
Pobanz, M. (2000, January). The effectiveness
of an early literacy/auditory processing training
program, called Earobics, with young children
achieving poorly in reading. Paper presented at
the meeting of the California Association of
Social Psychologists, Los Angeles, CA.
No control group
Earobics
Pobanz, M. (2003). Outcomes report: Los
Angeles Unified School District. Evanston, IL:
Cognitive Concepts.
No control group
earobics
Rehmann, R. (2005). The effect of Earobics
(TM) Step 1, software on student acquisition of
phonological awareness skills. Unpublished
doctoral dissertation, Univeristy of Oregon.
Pretest equivalency
not established/
documented
85
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
162
earobics
Valliath, S. (2002). An evaluation of a computer-
based phonological awareness training
program: Effects on phonological awareness,
reading and spelling. Unpublished doctoral
dissertation, Northwestern University.
Duration < 12 weeks
EIP - early intervention
program
McCarthy, P., Newby, R. F., & Recht, D. R.
(1995). An early intervention program for first
grade children at-risk for reading disability.
Reading research and Instruction, 34, 273-294.
Pretest equivalency
not established/
documented
elaborative interrogation Abdulaziz, T. M. (1999). The role of elaborative
interrogation in acquiring knowledge from
expository prose passages for students with
learning and behavior disorders. Dissertation
Abstracts International, 61(01A), 132.
Demographic
differences > 1/2 SD
apart
ElectroText
Horney, M., Anderson Inman, L. (1999).
Supported text in electronic reading
environments. Reading and Writing Quarterly:
Overcoming Learning Diffiiculties, 15, 127-168.
Inadequate outcome
measure
Elements of Reading:
Comprehension
Resendez, M., Sridiharan, S., & Azin, M. (2006).
Harcourt Achieve's Elements of Reading:
Comprehension radomized control trial. PRES
associates.
No adequate control
group
elements of
reading:phonics and
phonemic awareness
Apthorp, H. (2005). Elements of Reading:
Phonics and Phonemic Awareness. Orlando:
Harcourt.
Pretest equivalency
not established/
documented
ENABLE-Plus
Bowen, P., & Yeomans, J. (2002). Accelerating
the Progress of Failing Readers: An Evaluation
of the ENABLE-Plus Programme Pilot Study.
British Journal of Special Education, 29 (4),
170-177. EJ659326
No control group
Epi-Meta-Mastery
Approach
Frost, Y. & Sørensen, P.M. (2007). The effects
of a comprehensive reading intervention
programme for Grade 3 children. Journal of
Research in Reading 30(3), 270–286.
Pretest equivalency
not established/
documented
ERI
Singh, Angella Harjani (2008). Follow-up study
of the effects of a supplemental early reading
intervention on the reading skills of urban at-risk
primary learners. Ph.D. dissertation, The Ohio
State University
No control group
Essential Learning
Systems
Holmes, S. (2001). The Relative Effectiveness
of Essential Learning Systems, a Sensory
Integration Training Program on Introductory
Reading Skills and Academic Self-Concept of
Rural African American Children with Learning
Deficits. Unpublished doctoral dissertation,
University of Mississippi.
Insufficient sample
size
77
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
163
explicit instruction vs
basal instruction
Rabren, K., Darch, C., & Eaves, R.C. (1999).
The differential effects of two systematic reading
comprehension approaches with students with
learning disabilities. Journal of Learning
Disabilities, 32, 36-47.
No control group
explicit instruction…peer
tutoring part of interest
(PALS)
Simmons, D., Fuchs, L., & Fuchs, D., Mathes,
P., & Hodge, J.P. (1995). Effects of explicit
teaching and peer tutoring on the reading
achievement of learning disabled and low-
performing students in regular classrooms.
Elementary School Journal, 95(5), 387-408.
Pretest equivalency
not established/
documented
Failure Free Reading
Lockavitch, J.F., & Algozzine, B. (1998). Effects
of intensive intervention on students at risk for
reading failure. The Florida Reading Quarterly,
35(2), 27-31.
Pretest equivalency
not established/
documented
Failure Free Reading
Algozzine, B., & Lockavitch, J. (1998). Effects of
the Failure Free Reading program on students
at risk for reading failure. Special Services in the
Schools, 13 (1/2), 95-103.
No control group
Failure Free Reading
Algozzine, B., Lockavitch, J., & Audette, R.
(1997). Implementing Failure-Free Reading with
students seriously at-risk for failure. Australian
Journal of Learning Disabilities, 2 (3), 14-17.
No control group
Failure Free Reading
Bergquist, C., Richardson, G., Bigbie, C.,
Castine, W., Hancock, W., Largent, W. et al.
(2001). Final report of the Failure Free Reading
Bridges programs funded under Florida's 2000
Specific Appropriation 5A: Executive summary.
Tallahassee, FL: Evaluation Systems Design,
Inc.
No adequate control
group
Failure Free Reading
Blount, L. (2003). Clay County School District
comprehensive school reform grant project
summary and evaluation report July 1, 1998-
June 30, 2001. Green Cove Springs, FL: Clay
County School District.
No adequate control
group
Failure Free Reading
Educational Enhancement Services. (2000).
Greensboro Elementary School comprehensive
school reform evaluation report. Retrieved
August 26, 2006, from
http://www.failurefree.com/downloads/Greensbo
ro_CSRD_Report.pdf.
No adequate control
group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Chester Elementary).
No control group
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69
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
164
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Fullerton Elementary).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Lincoln Elementary).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Lowest literacy students during
OhioReads).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Lyme Elementary).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: North Elementary, Urbana City
Schools).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Perry Elementary).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: SC Dennis Elementary).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Williamson Elementary).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. Retrieved August 26, 2006
from
http://www.failurefree.com/downloads/FFR_OH
Reads_Set_1.pdf. (Study: Midway Elementary).
No control group
66
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
165
Failure Free Reading
Failure Free Reading (2003). Failure Free
reading research findings: OhioReads 2000-01
school year results. Retrieved August 26, 2006
from
http://www.failurefree.com/downloads/FFR_OH
Reads_Set_1.pdf. (Study: Miles Standish
Elementary).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
Reading's continuum of effectiveness: Research
summary (Available from Failure Free Reading,
140 Cabarrus Ave., W., Concord, NC
28025)(Study: Greensboro Elementary,
Gadsden County, FL).
No control group
Failure Free Reading
Failure Free Reading (2003). Failure Free
Reading's continuum of effectiveness: Research
summary (Available from Failure Free Reading,
140 Cabarrus Ave., W., Concord, NC 28025)
(Study: Helen S. Edwards Elementary, New
Orleans, LA)
No control group
Failure Free Reading
Failure Free Reading (2003). OhioReads
research evaluation (2000-2001 School Year)
impact on lowest literacy students. (Available
from Failure Free Reading, 140 Cabarrus Ave.,
W., Concord, NC 28025). (Study: Lowest
literacy students during OhioReads).
No control group
Failure Free Reading
Failure Free Reading (n.d.). Case study:
Fairland East Elementary's after-school
solution. (Available from Failure Free Reading,
140 Cabarrus Ave., W., Concord, NC 28025).
No control group
Failure Free Reading
Failure Free Reading (n.d.). Program
effectiveness has been shown through an
experimental design that includes experimental
and control groups created through random
assignment or carefully matched comparison
groups. Retrieved from
http://www.failurefree.com/downloads/FFR_vs_
Control.pdf. (Study: Copperas Cove, ISD)
Pretest equivalency
not established/
documented
Failure Free Reading
Failure Free Reading (n.d.). Program
effectiveness has been shown through an
experimental design that includes experimental
and control groups created through random
assignment or carefully matched comparison
groups. Retrieved from
http://www.failurefree.com/downloads/FFR_vs_
Control.pdf. (Study: Cowee Elementary, Macon
County, NC).
No adequate control
group
70
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
166
Failure Free Reading
Failure Free Reading (n.d.). Program
effectiveness has been shown through an
experimental design that includes experimental
and control groups created through random
assignment or carefully matched comparison
groups. Retrieved from
http://www.failurefree.com/downloads/FFR_vs_
Control.pdf. (Study: Southwest Elementary).
Pretest equivalency
not established/
documented
Failure Free Reading
Failure Free Reading (n.d.). Program
effectiveness has been shown through an
experimental design that includes experimental
and control groups created through random
assignment or carefully matched comparison
groups. Retrieved from
http://www.failurefree.com/downloads/FFR_vs_
Control.pdf. (Study: Washington, DC - River
Terrace & Miner Elementary)
Pretest equivalency
not established/
documented
Failure Free Reading
Failure Free Reading (n.d.). Research summary
intensive intervention for upper elementary
students. Retrieved from
http://www.failurefree.com/downloads/FFR_Upp
er_Elem_Intervention.pdf (Study: Florida CSRD
Sites).
No control group
Failure Free Reading
Failure Free Reading. (1999). Failure Free
Reading's Impact on North Carolina's end of
grade assessment. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025) (Study: Catawba County).
No adequate control
group
Failure Free Reading
Failure Free Reading. (1999). Failure Free
Reading's Impact on North Carolina's end of
grade assessment. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025) (Study: Johnson County-Benson
Elementary, NC).
No adequate control
group
Failure Free Reading
Failure Free Reading. (1999). Failure Free
Reading's Impact on North Carolina's end of
grade assessment. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025) (Study: Lincoln County).
No adequate control
group
Failure Free Reading
Failure Free Reading. (1999). Failure Free
Reading's Impact on North Carolina's end of
grade assessment. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025) (Study: Rutherford County-Futherfordton
Elementary, NC).
No adequate control
group
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
167
Failure Free Reading
Failure Free Reading. (1999). Four week
summer school with Failure Free Reading
produces greater growth than entire year.
(Available from Failure Free Reading, 140
Cabarrus Ave., W., Concord, NC 28025).
No adequate control
group
Failure Free Reading
Failure Free Reading. (1999). Twelve days with
Failure Free Reading produced dramatic
results. (North Carolina Research Brief 99.102).
Retrieved from
http://www.failurefree.com/downloads/FFR_Cat
awba.pdf
Outside of age/grade
parameters
Failure Free Reading
Failure Free Reading. (2003). Case study:
Fairland East Elementary's fourth grade reading
blitz. Concord, NC: Author. (Available from
Failure Free Reading, 140 Cabarrus Ave., W.,
Concord, NC 28025).
No control group
Failure Free Reading
Failure free Reading. (2003). Failure Free
Reading research findings: Intervention for
beginning reading. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Greenwood, MS)
No control group
Failure Free Reading
Failure free Reading. (2003). Failure Free
Reading research findings: Intervention for
beginning reading. (Available from Failure Free
Reading, 140 Cabarrus Ave., W., Concord, NC
28025). (Study: Rowan County, NC: Reading
readiness study of at-risk first graders).
No control group
Failure Free Reading
Failure Free Reading. (2003). Failure Free
Reading's continuum of effectiveness: Research
summary. (Available from Failure Free Reading,
140 Cabarrus Ave., W., Concord, NC 28025).
(Study: Fairland East Elementary, Proctorville,
OH).
Duration < 12 weeks
Failure Free Reading
Failure Free Reading. (2003). Failure Free
Reading's continuum of effectiveness: Research
summary. (Available from Failure Free Reading,
140 Cabarrus Ave., W., Concord, NC 28025).
(Study: West Clay Elementary, Clay County,
MS).
No control group
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
168
Failure Free Reading
Failure Free Reading. (2003). Washington, DC--
Reed Elementary 2002/03 results. Retrieved
from
http://www.failurefree.com/downloads/FFR_Ree
d_Elem_2003.pdf.
No control group
Failure Free Reading
Failure Free Reading. (2004). Supplemental
educational service provider (SSP): Bacon
School, Millville, NJ. Retrieved from
http://www.failurefree.com/downloads/Bacon_R
esults_Summary.pdf
No control group
Failure Free Reading
Failure Free Reading. (n.d.). Dramatic intensive
intervention results in Chicago. Retrieved from:
http://failurefree.com/downloads/Dulles_Elem_C
hicago.pdf
No control group
Failure Free Reading
Failure free Reading. (n.d.). Failure Free
Reading research findings: OhioReads 2000-01
school year results. Retrieved August 26, 2006
from
http://www.failurefree.com/downloads/FFR_OH
Reads_Set_1.pdf (Study: Hamden Elementary).
No control group
Failure Free Reading
Failure free Reading. (n.d.). Failure Free
Reading research findings: OhioReads 2000-01
school year results. Retrieved August 26, 2006
from
http://www.failurefree.com/downloads/FFR_OH
Reads_Set_1.pdf (Study: Seacrest Elementary).
No control group
Failure Free Reading
Failure free Reading. (n.d.). Failure Free
Reading research findings: OhioReads 2000-01
school year results. Retrieved August 26, 2006
from
http://www.failurefree.com/downloads/FFR_OH
Reads_Set_1.pdf (Study: Shumaker
Elementary).
No control group
Failure Free Reading
Failure Free Reading. (n.d.). Research findings
concerning the impact of the Failure Free
Reading program on at-risk and special
education lowest literacy students. (Available
from Failure Free Reading, 140 Cabarrus Ave.,
W., Concord, NC 28025). (Study: Accelerated
growth curve).
No control group
64
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
169
Failure Free Reading
Failure Free Reading. (n.d.). Research findings
concerning the impact of the Failure Free
Reading program on at-risk and special
education lowest literacy students. (Available
from Failure Free Reading, 140 Cabarrus Ave.,
W., Concord, NC 28025). (Study: Learning
curve of at-risk and special education students).
No control group
Failure Free Reading
Failure Free Reading. (n.d.). Research findings
concerning the impact of the Failure Free
Reading program on at-risk and special
education lowest literacy students. (Available
from Failure Free Reading, 140 Cabarrus Ave.,
W., Concord, NC 28025). (Study: Sustaining
growth).
No control group
Failure Free Reading
Failure Free Reading. (n.d.). Research
summary intensive intervention for upper
elementary students. Retrieved from
http://www.failurefree.com/downloads/FFR_Upp
er_Elem_Intervention.pdf. (Study: Klein ISD).
No control group
Failure Free Reading
Failure Free Reading. (n.d.). Research
summary intensive intervention for upper
elementary students. Retrieved from
http://www.failurefree.com/downloads/FFR_Upp
er_Elem_Intervention.pdf. (Study: Washington,
DC-Spring 2002).
Insufficient sample
size
Fast ForWord
Borman, G. D., & Benson, J. (2006). Can brain
research and computers improve literacy? A
randomized field trial of the Fast ForWord
Language computer-based training program
(WCER Working Paper No. 2006-5). Madison:
University of Wisconsin–Madison, Wisconsin
Center for Education Research.
Insufficient sample
size
Fast ForWord
Breier, J., Gray, L., Fletcher, J., Diehl, R., Klass,
P., Foorman, B., et al. (2001). Perception of
voice and tone onset time continua in children
with dyslexia with and without attention
deficit/hyperactivity disorder. Journal of
Experimental Child Psychology, 80(3), 245-270.
Demographic
differences > 1/2 SD
apart
Fast ForWord
Habib, M., Espesser, R., Rey, V., Giraud, K.,
Brunas, P., & Gres, C. (1999). Training
dyslexics with acoustically modified speech:
Evidence of improved phonological awareness.
Brain & Cognition, 40, 143-146.
No control group
68
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Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education.
170
Fast ForWord
Hook, P., Macaruso, P., & Jones, S. (2001).
Efficacy of Fast ForWord training on facilitating
acquisition of reading skills by children with
reading difficulties: A longitudinal study. Annals
of Dyslexia, 51, 75-96.
Insufficient sample
size
Fast ForWord
Marler, J., Champlin, C., & Gillam, R. (2001).
Backward and simultaneous masking measured
in children with language-learning impairments
who received intervention with Fast ForWord or
Laureate Learning Systems Software. American
Journal of Speech Language Pathology, 10(3),
258-268.
No control group
Fast ForWord
Merzenich, M., Jenkins, W., Johnston, P.,
Schreiner, C., Miller, S., & Tallal, P. (1996).
Temporal processing deficits of language
learning impaired children ameliorated by
training. Science, 271, 77-80.
Demographic
differences > 1/2 SD
apart
Fast ForWord
Merzenich, M., Miller, S., Jenkins, W.,
Saunders, G., Protopapas, A., Peterson, B., &
Tallal, P. (1997). Amelioration of the acoustic
reception and speech reception deficits
underlying language based learning
impairments. In C. von Euler, I. Lundberg, & R.
Linas (Eds.), Basich mechanisms in cognition
and language (pp. 143-172). New York:
Elsevier.
No control group
Fast ForWord
Merzenich, M., Tallal, P., Peterson, B., Miller,
S., & Jenkins, W. (1999). Some neurological
principles relevant to the origins of--and the
cortical plasticity-based remediation of--
developmental language impairments. In J.
Grafman & Y. Christen (Eds.), Neuroplasticity:
Building a bridge from the laboratory to the
clinic. (pp. 169-187). Amsterdam: Elsevier.
Pretest scores > 1/2
SD apart
Fast ForWord
Schopmeyer, B., Mellon, N., Dobaj, H., Grant,
G., & Niparko, J. (2000). Use of Fast ForWord
to enhance language development in children
with cochlear implants. Annals of Otology,
Rhinology, & Laryngology, 109 (12), 95-98.
No control group
Fast ForWord
Scientific Learning Corporation. (2004).
Improved language and reading skills by
students in the School District of Philadelphia
who were receiving services for special
education and who used Fast ForWord
products. Maps to Learning: Educator Reports,
8 (20), 1-4.
Pretest scores > 1/2
SD apart
Documents you may be interested
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