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# Title Authors Year Research areas
Results 226 - 250 of 399
226 Longitudinal follow-up assessment of differential preschool experience for low income minority group children Evans, E. D. 1985 Secondary Multiple Subjects, Preschool
227 Low-performing Kentucky school on its way to high-performing with Reading Mastery SRA/McGraw-Hill, 2007 Elementary Reading, Kindergarten
228 Making Retarded Children Literate: A Five Year Study Booth, A.; Hewitt, D.; Jenkins, W.; Maggs, A. 1979 Elementary Reading, Secondary Reading, Language, Elementary Multiple Subjects, Secondary Multiple Subjects
229 Making the most of instructional time: Teaching reading at an accelerated rate to students at risk Fredrick, L.; Keel, M.; Neel, J. 2002 Elementary Reading
230 Manipulatives: The effective way Evans, D.; Carnine, D. 1990 Elementary Mathematics
231 Matching reading programs to students' needs: An examination of alternate programming using a direct instruction program in the regular classroom Francis, B. J. 1991 Elementary Reading
232 Mathematics achievement between first-grade students using developing mathematical processes and DISTAR Arithmetic mathematics instruction Y., Adamson G. 1975 Elementary Mathematics, Secondary Reading
233 Measuring Implementation of a Structured Educational Model in an Urban School District: An Observational Approach Gersten, R.; Carnine, D.; Williams, P. 1982 Project Follow Through
234 Merging the accountability and scientific research requirements of the No Child Left Behind Act: Using Cohort Control groups Stockard, J. 2011 Elementary Reading
235 Miami elementary school boosts FCAT scores with Reading Mastery SRA/McGraw-Hill, 2005 Elementary Reading
236 Milwaukee elementary nearly doubles reading scores SRA/McGraw-Hill, 2005 Elementary Reading, Language, Kindergarten
237 Morningside Academy Johnson, K. 1997 Elementary Reading, Elementary Mathematics, Secondary Reading, Secondary Math, Language, Elementary Multiple Subjects, Secondary Multiple Subjects
238 National Institute for Direct Instruction Institutional Review Board Policies and Procedures for Direct Instruction, National Institute 2008 Uncategorized
239 Native American school uses Reading First grant to implement Direct Instruction SRA/McGraw-Hill, 2006 Elementary Reading, Language, Kindergarten
240 Nebraska District Outscores Peers Statewide SRA/McGraw-Hill, 0 Elementary Reading, Writing, Elementary Multiple Subjects, Spelling
241 No Child Left Behind according to script: The efficacy of Reading Mastery Deyo, L. L. 2006 Elementary Reading
242 Oral blending in young children: Effects of sound pauses, initial sound, and word familiarity Weisberg, P.; Andraccio, B. J.; Savard, C. 1990 Elementary Reading, Kindergarten, Preschool
243 Oregon Reading First project uses Reading Mastery Plus as core reading program SRA/McGraw-Hill, 2005 Elementary Reading, Kindergarten, English as a Second Language
244 Orlando school improves ESE scores with Corrective Reading SRA/McGraw-Hill, 2008 Elementary Reading
245 Park Forest-Chicago Heights School District 163 SRA/McGraw-Hill, 0 Elementary Reading, Secondary Reading
246 Payment for Reading: The Use of the Corrective Reading Scheme with Junior Maladjusted Boys Thorne, M. 1978 Elementary Reading
247 Phoenix inner-city students strive toward national reading average SRA/McGraw-Hill, 2005 Elementary Reading, Language
248 Phonemic awareness training: Application of principles of Direct Instruction Spector, J. E. 1995 Elementary Reading
249 Phonic versus whole-word correction procedures following phonic instruction Carnine, D. 1980 Elementary Reading
250 Phonics versus look-say: Transfer to new words Carnine, D. 1977 Elementary Reading

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