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# Title Authors Year Research areas
Results 226 - 250 of 402
226 Long-term effects of four preschool programs: Sixth, seventh, and eighth grades Miller, L. B.; Bizzell, R. P. 1983 Project Follow Through
227 Longitudinal follow-up assessment of differential preschool experience for low income minority group children Evans, E. D. 1985 Project Follow Through
228 Low-performing Kentucky school on its way to high-performing with Reading Mastery SRA/McGraw-Hill, 2007 Project Follow Through
229 Making Retarded Children Literate: A Five Year Study Booth, A.; Hewitt, D.; Jenkins, W.; Maggs, A. 1979 Project Follow Through
230 Making the most of instructional time: Teaching reading at an accelerated rate to students at risk Fredrick, L.; Keel, M.; Neel, J. 2002 Project Follow Through
231 Manipulatives: The effective way Evans, D.; Carnine, D. 1990 Project Follow Through
232 Matching reading programs to students' needs: An examination of alternate programming using a direct instruction program in the regular classroom Francis, B. J. 1991 Project Follow Through
233 Mathematics achievement between first-grade students using developing mathematical processes and DISTAR Arithmetic mathematics instruction Y., Adamson G. 1975 Project Follow Through
234 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
235 Merging the accountability and scientific research requirements of the No Child Left Behind Act: Using Cohort Control groups Stockard, J. 2011 Project Follow Through
236 Miami elementary school boosts FCAT scores with Reading Mastery SRA/McGraw-Hill, 2005 Project Follow Through
237 Milwaukee elementary nearly doubles reading scores SRA/McGraw-Hill, 2005 Project Follow Through
238 Morningside Academy Johnson, K. 1997 Project Follow Through
239 National Institute for Direct Instruction Institutional Review Board Policies and Procedures for Direct Instruction, National Institute 2008 Project Follow Through
240 Native American school uses Reading First grant to implement Direct Instruction SRA/McGraw-Hill, 2006 Project Follow Through
241 Nebraska District Outscores Peers Statewide SRA/McGraw-Hill, 0 Project Follow Through
242 No Child Left Behind according to script: The efficacy of Reading Mastery Deyo, L. L. 2006 Project Follow Through
243 Oral blending in young children: Effects of sound pauses, initial sound, and word familiarity Weisberg, P.; Andraccio, B. J.; Savard, C. 1990 Project Follow Through
244 Oregon Reading First project uses Reading Mastery Plus as core reading program SRA/McGraw-Hill, 2005 Project Follow Through
245 Orlando school improves ESE scores with Corrective Reading SRA/McGraw-Hill, 2008 Project Follow Through
246 Park Forest-Chicago Heights School District 163 SRA/McGraw-Hill, 0 Project Follow Through
247 Payment for Reading: The Use of the Corrective Reading Scheme with Junior Maladjusted Boys Thorne, M. 1978 Project Follow Through
248 Phoenix inner-city students strive toward national reading average SRA/McGraw-Hill, 2005 Project Follow Through
249 Phonemic awareness training: Application of principles of Direct Instruction Spector, J. E. 1995 Project Follow Through
250 Phonic versus whole-word correction procedures following phonic instruction Carnine, D. 1980 Project Follow Through

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