RAD Center Reading Rules

Overview

Reading RULES!

About

The purpose of this project is to evaluate the efficacy of Reading RULES!, a teacher-implemented comprehensive word study and comprehension curriculum for first-grade students who are at risk for serious reading difficulties and disabilities. Students who do not learn to read adequately in the early grades typically have persistent reading difficulties. Potential persistent reading problems may be prevented or their severity reduced if they are addressed rigorously and early. Reading RULES! combines whole-class comprehension lessons and intensive, systematic small-group intervention designed to improve phonological processing, word reading, fluency, vocabulary, and listening and reading comprehension.

Funding

Testing the Efficacy of Reading RULES: A Tier 1 and Tier 2 Intervention for First Grade Children with Decoding and Comprehension Difficulties

Principal Investigator: Emily Solari, PhD

Co-Principal Investigator: Carolyn Denton, PhD

$3,500,000

2015-2019

https://ies.ed.gov/funding/grantsearch/details.asp?ID=1601

 

Past Funding

First Grade Super-Readers: Intervention for the Prevention of Reading Comprehension and Decoding Difficulties in Young Children At-Risk for Reading Disabilities

Principal Investigator: Carolyn Denton, PhD

Co-Principal Investigator: Emily Solari, PhD

$1,611,325

2010-2013

https://ies.ed.gov/funding/grantsearch/details.asp?ID=961

Presentations

Reading comprehension development in at-risk and not at-risk first grade readers:  The differential roles of listening comprehension, decoding, & fluency (2016). Solari E., Grimm, R., McIntyre, N., Denton, C., Madsen, K., Ferrer, E., & Henry A. Society for the Scientific Study of Reading, Annual Conference, Porto, Portugal, July.  

Subgroup comparisons of the Simple View of Reading: Should fluency be added to the model for at-risk readers?  (2016)  Solari, E., Grimm, R., McIntyre, N., Ferrer, E., Henry, A., Denton, C., Madsen, K., Zajic, M. Society for the Scientific Study of Reading Annual Conference, Porto, Portugal, July.

Publications

Solari, E., Denton, C., & Haring, C. (2017). First grade struggling readers:  An Integrated instructional approach.  Teaching Exceptional Children, 49(3), p.149-159.

Solari, E., Grimm, R., McIntyre, N., & Denton, C.  (under review).  Reading comprehension development in at-risk vs. not at-risk first grade readers:  The differential roles of listening comprehension, decoding, and fluency.

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