Parent Engagement

Randomized controlled trial study conducted?

Intervenciones tempranas de la lectura Published by McGraw Hill

Mission
Our vision is to unlock the full potential of each learner. Our mission is to accelerate learning. We accomplish this by creating intuitive, engaging, efficient, and effective learning experiences grounded in research. We're helping create a brighter future for students worldwide by applying our deep understanding of how learning happens and how the mind develops. Learning science is the key.
Program Description

Intervenciones tempranas de la lectura is designed to work comfortably with a variety of existing core programs to provide the significant increase in the intensity of instruction in the critical strands of beginning reading—phonemic awareness, graphophonemic awareness, the structure of language (Spanish), aural language fluency, decoding fluency, and comprehension. Intervenciones tempranas de la lectura is a Spanish language parallel format to SRA Early Interventions in Reading providing language?specific instruction for early reading in the Spanish language. In designing the reading intervention, the developers applied research on the sequence and development of Spanish literacy acquisition to the same instructional design principles used to create Proactive Reading. The result was a curriculum that was different in terms of the sequence and focus of instructional content, but similar in terms of instructional design and delivery. Thus, teachers delivered explicit instruction designed to assist students in the integrated and fluent use of alphabetic knowledge and comprehension strategies. The 120 lessons represent the language?specific progression of skills from kindergarten through the end of first grade.

Type of service
Academic Intervention
Year Started
1917
Headquarter Location (City, State)
Columbus, Ohio
States of Operation
Ohio
Grade Levels
Kindergarten,
1st Grade,
2nd Grade
Delivery Mode
In-Person
Student-Tutor Ratio
Up to 6:1
Number of Sessions Per Week
Daily
Number of Minutes Per Session
35-40
Organization Type
For Profit
Customer Type
School
Cost to District/ School/ Non-Profit
Cost of Teacher Package along with student materials.
Type of Tutor
Paraprofessional
Teacher
Other
Other tutor type
The program may be implemented by a classroom teacher, paraprofessional, or interventionist who is trained in the program.
Randomized controlled trial (RCT) study conducted?
Yes
Quasi-experimental (QED) study conducted?
No
Contact Name
Kristen Dalphond

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The inclusion of an organization's information in the Tutoring Database does not indicate that Brown University, the Annenberg Institute for School Reform at Brown University, the National Student Support Accelerator, or any individual associated with these entities endorse or support that organization. The National Student Support Accelerator includes all tutoring programs it is aware of in the Tutoring Database. In contrast, the Accelerator uses the following inclusion criteria for academic intervention materials. To be included, interventions must: 1) have a randomized control trial or quasi-experimental study, 2) that produced an effect size of +0.20 or greater OR 3) have particularly high-quality instructional materials but do not yet have RCT or QES research.