Search Results: (1-15 of 160 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRECECC09 | Curiosity Corner
Curiosity Corner is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units—one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities. |
1/6/2009 |
| NCES 2008485 | National Indian Education Study 2009
The National Center for Education Statistics conducts the National Indian Education Study (NIES) on behalf of the Office of Indian Education, U.S. Department of Education. This two-page brochure describes the National Indian Education Study (NIES). The NIES describes the performance of American Indian and Alaska native students in mathematics and reading assessed by the National Assessment of Educational Progress, and the students' exposure to their culture and traditions. This brochure provides information for selected schools and for field staff involved in data collection in 2009. The NIES was also conducted in 2005 and 2007. |
12/30/2008 |
| WWC QRSU1208 | WWC Quick Review of the Report "Supporting Literacy Across the Sunshine State: A Study of Florida Middle School Reading Coaches"
This study examined the effects on student test scores of hiring reading coaches to work with middle school teachers. The program was funded through the statewide Just Read, Florida! (JRF) literacy initiative. |
12/18/2008 |
| WWC QRIT1208 | WWC Quick Review of the Report "The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement"
This study examined the effect of the Language Essentials for Teachers of Reading and Spelling (LETRS) professional development curriculum on the reading achievement of second graders. |
12/18/2008 |
| WWC IRBRLP08 | Lindamood Phonemic Sequencing (LiPS)®
The Lindamood Phonemic Sequencing (LiPS)® program (formerly called the Auditory Discrimination in Depth® [ADD] program) is designed to teach students skills to decode words and to identify individual sounds and blends in words. Initial activities engage students in discovering the lip, tongue, and mouth actions needed to produce specific sounds. After students are able to produce, label, and organize the sounds, subsequent activities in sequencing, reading, and spelling use the oral aspects of sounds to identify and order them within words. The program also offers direct instruction in letter patterns, sight words, and context clues in reading. The LiPS® program is individualized to meet students’ needs and is often used with students who have learning disabilities or reading difficulties. The version of the program tested here involved computer-supported activities. |
12/16/2008 |
| WWC IRBRHMI08 | Houghton Mifflin: Invitations to Literacy
Houghton Mifflin: Invitations to Literacy, developed by the Houghton Mifflin Company, is an integrated K–8 reading and language arts program. The philosophy behind the program is that literacy instruction should stimulate, teach, and extend the communication and thinking skills that will allow students to become effective readers, writers, communicators, and lifelong learners. The program is structured around themes. It includes hands-on activities that allow students to collaborate or share information on a theme-related project with other classrooms around the world (for example, participating in a collaborative poem-writing exercise) and virtual field trips to Internet sites that have content, activities, and projects related to the theme. |
12/16/2008 |
| WWC QREK1108 | Evaluation of the Kansas City CDF Freedom Schools® Initiative
This study examined whether Children's Defense Fund (CDF) Freedom Schools® improve students' reading assessment scores. More than 3,000 kindergarten through eighth grade students in Kansas City, Kansas and Kansas City, Missouri participated in the study. These children attended one of 18 Kansas City churches that hosted the CDF Freedom Schools® during the summers of 2005 through 2007. The study examined data from standardized reading assessments that were collected during the first and last week of each summer session. The study examined changes in reading assessment scores separately for 2,638 students who participated in the CDF Freedom Schools® program and for 508 students who did not participate in the program. |
12/2/2008 |
| WWC IRBRRR08 | Reading Recovery®
Reading Recovery® is a short-term tutoring intervention intended to serve the lowest-achieving (bottom 20%) first-grade students. The goals of Reading Recovery® are to promote literacy skills, reduce the number of first-grade students who are struggling to read, and prevent long-term reading difficulties. Reading Recovery®supplements classroom teaching with one-to-one tutoring sessions, generally conducted as pull-out sessions during the school day. Tutoring, which is conducted by trained Reading Recovery® teachers, takes place daily for 30 minutes over 12–20 weeks. |
12/2/2008 |
| NCEE 20094036 | Enhanced Reading Opportunities: Findings from the Second Year of Implementation: Report from the Preschool Curriculum Evaluation Research Initiative
The report, Enhanced Reading Opportunities: Findings from the Second Year of Implementation presents findings from an ongoing evaluation of the impact of two supplemental literacy programs — Reading Apprenticeship Academic Literacy (RAAL) and Xtreme Reading (XR) — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the second cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among the students who were randomly assigned to participate in the supplemental literacy programs equivalent to 1 to 2 months of instruction compared to those who did not participate in the programs. Analyzed separately, RAAL had a statistically significant impact on reading comprehension while XR did not have a statistically significant impact on reading comprehension. No statistically significant impacts were found on student’s vocabulary test scores or their use of reading behaviors promoted by the programs. |
11/20/2008 |
| NCEE 20094038 | Reading First Impact Study Final Report
The No Child Left Behind Act (NCLB) of 2001 created the Reading First program to help ensure that all students can read at or above grade level by the end of third grade. The law required an independent, rigorous evaluation of the program. The Reading First Impact Study Final Report provides an update of previously released impact findings on student reading comprehension and classroom reading instruction using an additional year of data (2006-07). In addition, the report includes information on the impact of the program on first grade students’ decoding skill in 2006-07 as well as an examination of the relationship between classroom instruction and student reading comprehension. The results indicate that Reading First produced statistically significant positive impacts on multiple reading practices promoted by the program, such as the amount of instructional time spent on the five essential components of reading instruction and professional development in scientifically based reading instruction. Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three. However, there was a positive and statistically significant impact on first grade students’ decoding skills in spring 2007. |
11/19/2008 |
| NCES 2009453 | Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities
This report examines the relationship between various characteristics of students with disabilities (SD) and the probability that they would be included in the National Assessment of Educational Progress (NAEP) assessments. Characteristics examined included the type of disability, the severity level of the disability, and whether the student requires accommodations not permitted by NAEP. For various reasons, inclusion of SDs varies from state-to-state, and sometimes within states from year-to-year. Some students, for example, cannot participate meaningfully in the assessments due to the nature of their disabilities or because their Individualized Educational Programs (IEPs) specify an accommodation that is not permitted in NAEP assessments. To address the concern that such fluctuations may affect the validity of reports on achievement trends, NAEP has:
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11/18/2008 |
| WWC IRECRS08 | Ready, Set, Leap!®
Ready, Set, Leap!® is a preschool curriculum that focuses on early reading skills, such as phonemic awareness, letter knowledge, and letter–sound correspondence, using multisensory technology that incorporates touch, sight, and sound. Teachers may adopt either a theme-based or a literature-based teaching approach, and for each approach, the curriculum provides lesson plans, learning objectives, and assessment tools. |
10/7/2008 |
| NCEE 20084034 | The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone. |
9/22/2008 |
| NCES 2008493 | NAEP 2007 National and State Reading Assessments (Grade 4) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 reading assessments for use in the analysis of NAEP data by secondary researchers. The national and state reading assessments were conducted at grades 4 and 8. The grade 8 data are available on a separate CD-ROM (see NCES 2008494). A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
9/10/2008 |
| NCES 2008494 | NAEP 2007 National and State Reading Assessments (Grade 8) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 reading assessments for use in the analysis of NAEP data by secondary researchers. The national and state reading assessments were conducted at grades 4 and 8. The grade 4 data are available on a separate CD-ROM (see NCES 2008493). A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
9/10/2008 |
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