The purpose of this study was to contribute to and strengthen previous work that examined the long-lasting effects of Reading Recovery in statewide efforts aimed at bolstering early literacy achievement and reducing early learning difficulties. Specifically, the study explored the literacy achievement of Reading Recovery participants whose series of lessons had been successfully discontinued du...

The findings on the social distribution of the immediate and lasting benefits of small classes have been mixed. We used data from Project STAR and the Lasting Benefits Study to examine the long-term effects of small classes on the achievement gap in mathematics, reading, and science scores (Stanford Achievement Test). The results consistently indicated that all types of students benefit more in...

Online education, as a type of distance education, has attracted the attentions of administrators, instructors, and students in recent decades. In the midst of the Covid-19 epidemic, online education has become an unavoidable need. Students' participation in such programs may have an impact on their learning and achievement. The current study looked at the link between engagement and achievemen...

In contrast with visual perception, about which there is a larger body of knowledge, relatively little information exists concerning auditory perception and its relationship to reading. This fact is both surprising and troublesome as several researchers have found that auditory perceptual measures are better predictors of reading achievement than are visual perceptual measures (Blank, 1968; Lin...

McNinch, George Predictive Values of Selected Auditory Perceptual Factors in Relation to Measured First Grade Reading Achievement. University of Southern Mississippi, Hattiesburg. 70 26p. EDRS Price MF-$0.65 HC-$3.29 Auditory Discrimination, *Auditory Perception, Beginning Reading, *Grade 1, Intelligence Factors; Language Ability, *Predictive Ability (Testing) , Reading Achiev, Reading PL,_,ces...

This study investigated the differential effects of two direct instruction (DI) reading programs, one with overt decoding strategies and one with more covert decoding strategies, on the reading achievement of struggling seventh graders in an urban middle school. The students participating in this study (N = 55) were 2 to 4 years behind in reading achievement according to standardized pretests. ...

What are the cognitive and neurobiological building blocks necessary for children to acquire literacy, a skill that is crucial for academic and life achievement? In this review we discuss the behavioral and neurobiological evidence concerning the bases of reading development and impairment. The means by which reading achievement may be influenced by the background and experiences that a child b...