Effects of Intensive Reading Remediation for Second and Third Graders and a 1-Year Follow-Up.

By Benita A. Blachman, C. Schatschneider, Jack M. Fletcher, D. Francis, Sheila M. Clonan, B. Shaywitz, S. Shaywitz. 2004

170 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e8edc9bc6a7410f7f9f9d83180d91a22d1a42f98

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Citations in the corpus

Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “A sound body of research on carefully conducted classroom instruction (e.g., Blachman et al., 2004; Byrne & Fielding-Barnsley, 1991; Foorman et al., 1997; Hatcher, Hulme, & Ellis, 1994; Torgesen et al., 1999) and supplemental programs (Elbaum, Vaughn, Hughes, & Moody, 2000; Hatcher et al., 2006;…”
What teachers don't know and why they aren't learning it: addressing the need for content and pedagogy in teacher education (2014, background): “students how the alphabetic system works, builds skill incrementally and synthetically (linguistic elements to whole words), and provides sufficient practice for students to gain automaticity, poor readers can improve significantly (Blachman et al., 2004; Brady, 2011).”
Dyslexia and the Brain: What Does Current Research Tell Us? (2007, background): “A summary of the instructional intervention is provided in Table 2 and a full and detailed description of the intervention and out-of-magnet reading assessments can be found in Blachman et al. (2004).”
First grade teachers’ knowledge of phonological awareness and code concepts: Examining gains from an intensive form of professional development and corresponding teacher attitudes (2009, background): “In addition, the content and techniques of explicit remedial approaches to reading instruction provide information about orthographic concepts that often have been used to teach vowel patterns, facilitate reading of multisyllabic words, and improve spelling ( Birsch, 2005 ).”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, background): “2 SD; Krueger, 1999), high-dosage tutoring (0.15 SD to 0.25 SD; Blachman et al., 2004; Kraft, 2015), and changes in curriculum (0.”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, unknown): “To test the impact of treatment, Blachman et al. (2004) administered a battery of tests pretreatment, immediately following treatment, and one year after treatment.”
Response to Early Reading Intervention Examining Higher and Lower Responders (2009, background): “Several studies have also documented significant gains for students with reading difficulties in the areas of reading fluency and comprehension after intervention (Fuchs, Fuchs, Mathes, & Simmons, 1997; Hasbrouck, Ihnot, & Rogers, 1999; Pressley & Wharton-McDonald, 1997); although improvement in the”
Knowledge foundations for teaching reading and spelling (2009, background): “…requiring informed reading instruction are founded on considerable evidence that competent teaching will alleviate or reduce the severity and consequences of reading failure (Blachman et al., 2004; Denton, Foorman, & Mathes, 2003; Foorman et al., 2006; Mathes et al., 2005; Vellutino et al., 1996).”
Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools (2010, background): “…of preventative instructional interventions for students in the early grades who are at risk for serious reading difficulties or disabilities (e.g., Blachman et al., 2004; Denton, Fletcher, Anthony, & Francis, 2006; Lovett et al., 2000; Mathes et al., 2005; Simmons, Kame’enui, Stoolmiller, Coyne,…”
Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “…instruction, which has been shown to be valuable for most students and critical for those who do not perceive patterns intuitively (Adams, 1990; Blachman et al., 2004; Cunningham, 1990; Foorman & Torgesen, 2001; National Reading Panel, 2000; Oudeans, 2003; Rayner, Foorman, Perfetti, Pesetsky,…”