Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial with Teachers as Program Implementers.

By Douglas Fuchs, Lynn S. Fuchs, Anneke Thompson, Stephanie Al Otaiba, Loulee Yen, Nancy J. Yang, Mary Braun, Rollanda E. O'Connor. 2001

114 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/2f27e8d97ca01129923c734ccffc82a91a5bd433

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In Developmental and Educational Psychology

In Education

In Information Systems

Citations in the corpus

Promising Interventions for Promoting Emergent Literacy Skills (2003, background): “A recent, large-scale effectiveness study of Ladders to Literacy showed that children who received two variations of the curriculum performed significantly better than did children in a control group on a series of phonological awareness tasks (Fuchs et al., 2001).”
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “It is of great significance, however, that intervention effects induced by researchers can be transferred or generalized to classroom conditions (e.g., Fuchs et al., 2001; Shernoff & Kratochwill, 2007).”
Enhancing First-Grade Children's Mathematical Development with Peer-Assisted Learning Strategies (2002, background): “Finally, results corroborate work (Ames & Murray, 1982; Fuchs et al., 2001; Greenwood et al., 1989; Silverman & Stone, 1972) showing that peer mediation represents an effective strategy for promoting learning, even among relatively young children.”
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, methodology): “As did Fuchs et al. (2001), however, we applied the Tangel and Blachman (1992) developmental scoring rubric to all words attempted (within normal test administration guidelines).”
Characteristics of Children Who Are Unresponsive to Early Literacy Intervention (2002, background): “One promising intervention to promote early literacy is phonological awareness training (Bradley & Bryant, 1985; Cunningham, 1990; Lundberg, Frost, & Petersen, 1988), especially when such training is explicitly linked to reading and writing (Ball & Blachman, 1991; Bryne & Fielding-Barnsley, 1993; Fu”
Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning (2009, background): “Fuchs et al. (2001) found that Kindergarten-Peer Assisted Learning Strategies make students outperform on students’ phonological awareness and reading skills.”
Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms (2002, background): “Thisevidencecomes from its developers in Nashville (e.g., D. Fuchs et al., 2001; Requests for reprints should be sent to Douglas Fuchs, Box 328 Peabody, VanderbiltUniversity,Nashville,TN37203.”
Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination (2006, background): “By and large, the combined programs were more productive in promoting kindergartners’ alphabetic skills, word recognition, and spelling (e.g., Ball & Blachman, 1991; Brennan & Ireson, 1997; Blachman et al., 1999; Fuchs et al., 2001; Schneider et al., 2000).”
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005, methodology): “In this study, we identified nonresponders to an evidence-based classwide intervention, Peer-Assisted Learning Strategies (PALS; e.g., D. Fuchs et al., 2001).”
Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, methodology): “…convergent with previous research demonstrating positive K–PALS effects on the beginning reading performance of native English-speaking children (D. Fuchs et al., 2001); are consistent with other early reading research conducted with ELs (e.g., de la Colina et al., 2001; Denton et al., 2004;…”
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006, background): “Teachers and researchers have worked hard to develop PALS into an effective program that is practical for classroom use (e.g., Fuchs & Fuchs, 1998; Fuchs et al., 2000; Fuchs et al., 2001b).”
Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks (2017, result): “Similar results were obtained in experimental and quasi-experimental studies of PALS-Reading in kindergarten (e.g., D. Fuchs et al., 2001), first grade (e.g., Al Otaiba & Fuchs, 2006; D. Fuchs et al., 2017), and the intermediate grades (e.g., D. Fuchs, Fuchs, Mathes, & Simmons, 1997; Saenz, Fuchs,…”