References

Meets WWC evidence standards

Taylor, B. M., Frye, B. J., Short, R., & Shearer, B. (1991). Early Intervention in Reading: Preventing reading failure among low-achieving first grade students. Minneapolis: University of Minnesota, Center for Urban and Regional Affairs and Office of the Vice President of Academic Affairs.

Additional sources:
Taylor, B. M. (2001). The Early Intervention in Reading Program (EIR®): Research and development spanning twelve years (Tech. Rep.). Boston: Houghton Mifflin Company.

Taylor, B. M., Short, R., Frye, B., & Shearer, B. (1992). Classroom teachers prevent reading failure among low-achieving first-grade students. The Reading Teacher, 45(8), 592–597.

Studies that fall outside the Beginning Reading protocol or do not meet WWC evidence standards

Chard, D. J. (1997). Final evaluation report AY 1996-97: Early Reading Intervention Project, Springfield Public Schools, Springfield, Massachusetts. Retrieved from Houghton Mifflin Company, Education Place website: http://www.eduplace.com/intervention/readintervention/pdfs/springfield.pdf. The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—the intervention was combined with another intervention.

McIntyre, E., Jones, D., Powers, S., Newsome, F., Petrosko, J., Powell, R., et al. (2005). Supplemental instruction in early reading: Does it matter for struggling readers? The Journal of Educational Research, 99(2), 99–107. The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—the intervention was combined with another intervention.

Taylor, B. M., Critchley, C., Paulsen, K., MacDonald, K., & Miron, H. (2002). Learning to teach an early reading intervention program through Internet-supported professional development. Retrieved from EIR® website: http://www.earlyinterventioninreading.com/pdfs/taylor_research2.pdf. The study does not meet evidence standards because the measures of effect cannot be attributed solely to the intervention—the intervention was combined with another intervention.

Taylor, B. M., Hanson, B. E., Justice-Swanson, K., & Watts, S. (1997). Helping struggling readers: Linking small-group intervention with cross-age tutoring. The Reading Teacher, 51(3), 196–208. The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—there was only one unit of analysis in one or both conditions.

Taylor, B. M., Watts, S. M., & Hanson, B. E. (1997). Teachers working together to help struggling readers: Linking second grade reading intervention with fourth grade tutoring in urban elementary school. (Available from Barbara Taylor, Ed. D., University of Minnesota, 1517 Goodrich Avenue, St. Paul, MN 55105). The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—there was only one unit of analysis in one or both conditions.

Wing, M. A. (1994). The effects of a supplemental literacy program on students in a developmental first-grade classroom using cross-age tutors. Dissertation Abstracts International, 56(01), 151A. (UMI No. 9514687). The study does not meet WWC evidence standards because the measures of effect cannot be attributed solely to the intervention—there was only one unit of analysis in one or both conditions.