Articles that cite this article:

An Assessment of Early Steps: A Program for Early Intervention of Reading Problems

Carol M. Santa

Torleiv Høien

Articles that cite this article (and are available online) include:

Brown, K., Morris, D., & Fields, M. (2005). Intervention After Grade 1: Serving Increased Numbers of Struggling Readers Effectively. Journal of Literacy Research, 37, 61. doi:10.1207/s15548430jlr3701_3

Compton, D.L. (2000). Modeling the response of normally achieving and at-risk first grade children to word reading instruction. Annals of Dyslexia, 50, 53. doi:10.1007/s11881-000-0017-3

Fitzgerald, J., & Shanahan, T. (2000). Reading and Writing Relations and Their Development. Educational Psychologist, 35, 39. doi:10.1207/S15326985EP3501_5

Frey, N. (2006). The Role of 1:1 Individual Instruction in Reading. Theory Into Practice, 45, 207. doi:10.1207/s15430421tip4503_2

Hatcher, P.J., Hulme, C., & Snowling, M.J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45, 338. doi:10.1111/j.1469-7610.2004.00225.x

Miller, S. (2003). Partners-in-Reading: Using Classroom Assistants to Provide Tutorial Assistance to Struggling First-Grade Readers. Journal of Education for Students Placed at Risk (JESPAR), 8, 333. doi:10.1207/S15327671ESPR0803_3

Morris, D., Tyner, B., & Perney, J. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program.. Journal of Educational Psychology, 92, 681. doi:10.1037/0022-0663.92.4.681

Morris, D. (2006). Using Noncertified Tutors to Work with At‐Risk Readers: An Evidence‐Based Model. The Elementary School Journal, 106, 351. doi:10.1086/503636

Sprugevica, I., & HOien, T. (2003). Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of grade 2. Scandinavian Journal of Psychology, 44, 119. doi:10.1111/1467-9450.00329

Walton, P.D., Walton, L.M., & Felton, K. (2001). Teaching rime analogy or letter recoding reading strategies to prereaders: Effects on prereading skills and word reading.. Journal of Educational Psychology, 93, 160. doi:10.1037/0022-0663.93.1.160

White, T.G. (2005). Effects of Systematic and Strategic Analogy-Based Phonics on Grade 2 Students' Word Reading and Reading Comprehension. Reading Research Quarterly, 40, 234. doi:10.1598/RRQ.40.2.5