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Scholarly Article. Kindergarten Full Day. 

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Scholarly Article. Kindergarten Full Day. 

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Rathbun, A.
(2010). Making the Most of Extra Time: Relationships between Full-Day
Kindergarten Instructional Environments and Reading Achievement. Research
Brief. American Institutes for Research.

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Scholarly Article 10. First Grade at-risk learners.  

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Scholarly Article 10. First Grade at-risk learners.  

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Data was collect from students in a study that received Reading Recovery Intervention. It measures the progress of reading level.

Bufalino, J., Wang, C., Gómez-Bellengé, F. X., & Zalud, G. (2010). What's Possible for First-Grade At-Risk Literacy Learners Receiving Early Intervention Services. Literacy Teaching and Learning, 15, 1-15.

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Scholarly Article 9: RTI Tier 2 Literacy Intervention. 

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Scholarly Article 9: RTI Tier 2 Literacy Intervention. 

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A study of the effects of this study show that along with quality classroom instruction, RTI Tier 2 intervention can positively effect student literacy growth.

Ransford-Kaldon, C., Flynt, E. S., & Ross, C. (2011). A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention (LLI). Society for Research on Educational Effectiveness.

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Scholarly Article 8. Research on Early Intervention and Early Childhood Education. 

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Scholarly Article 8. Research on Early Intervention and Early Childhood Education. 

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This compares the success of early intervention in literacy as its effects show in later grades. It explores what kinds of teaching are most successful.

Diamond, K. E., Justice, L. M., Siegler, R. S., & Snyder, P. A. (2013). Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. National Center for Special Education Research.

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Scholarly Article 7. Intervention for At-Risk Students.

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Scholarly Article 7. Intervention for At-Risk Students.

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This article is a study of the effects of school-based reading interventions for kindergarten students at-risk for reading difficulties are reported. It mentions that there is not a differentiation in the type of intervention administered.

Cavanaugh, C. L., Kim, A., Wanzek, J., & Vaughn, S. (2004). Kindergarten reading interventions for at-risk students: Twenty years of research. Learning Disabilities: A Contemporary Journal, 2(1), 9-21.

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Low socio-economic Status Effects

Early Prevention and Long Term Effects

All Day Kindergarten

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Topic: The effects of Intervention in Kindergarten Classrooms

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Topic: The effects of Intervention in Kindergarten Classrooms

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Scholarly Article 5. Developing Early Literacy

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Scholarly Article 5. Developing Early Literacy

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This literature states that fourth grade students that are not reading at grade level and who struggle with reading concepts are often the same students who do not have a good literacy foundation from kindergarten and first grade. The common theme of low socioeconomic status appears again in this article.

Lonigan, C. J., & Shanahan, T. (2009). Developing Early Literacy: Report of the National Early Literacy Panel. Executive Summary. A Scientific Synthesis of Early Literacy Development and Implications for Intervention. National Institute for Literacy.

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Scholarly Article 4. All Day Kindergarten

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Scholarly Article 4. All Day Kindergarten

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This article talks about the effects of all day kindergarten implementation. The overall findings are that students in all day kindergarten are at, or above, student readiness level compared to those students in half day kindergarten.

Zakaluk, B. L., & Straw, S. B. (2005). THE EFFICACY OF AN ALL-DAY,EVERY-DAY KINDERGARTEN PROGRAM: A Report for the St. James School Division (1999-2000, 2000-2001).

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This article summarizes three of the most common reasons that best practices are not being adopted across the curriculum. Short -term orientation, lack of expertise, and the limited time in a school day are among some of these reasons.

Duke, N. K., & Block, M. K. (2012). Improving reading in the primary grades. The Future of Children, 22(2), 55-72.

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This article touches on the subject of Implementing Guided Reading. It is a case study that involves K-1 teachers, k-1 students, and their parents.

Abbott, L., Dornbush, A., Giddings, A., & Thomas, J. (2012). Implementing Guided Reading Strategies with Kindergarten and First Grade Students. Online Submission.

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Scholarly Article 1. Tier 2 Intervention

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Scholarly Article 1. Tier 2 Intervention

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This article highlights the effects of numeracy in lower grades and the affects is has on later math computation scores. Low economic status and other warning signs are also mentioned.

Clarke, B., Baker, S. K., Smolkowski, K., Fien, H., Doabler, C., Cary, M. S., & Chard, D. (2011). Testing the Efficacy of a Kindergarten Tier 2 Intervention Program. Society for Research on Educational Effectiveness.