Search Results: (1-15 of 26 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRBRAR08 | Accelerated Reader
The Accelerated Reader program is a guided reading intervention in which teachers are closely involved with student reading of text. It involves two components, the Accelerated Reader software and Accelerated Reader Best Classroom Practices (formerly called Reading Renaissance). The Accelerated Reader software is a computerized supplementary reading program. Accelerated Reader relies on independent reading practice as a way of managing student performance by providing students and teachers feedback from quizzes based on books the students read. Accelerated Reader Best Classroom Practices are a set of recommended principles on guided independent reading (or teachers’ direction of students’ interactions with text) that ensure Accelerated Reader is implemented with integrity. |
10/14/2008 |
| WWC IRMSAM08 | Accelerated Math
Accelerated Math, published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1–12. The Accelerated Math software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates reports on student progress. The software can be used in conjunction with the existing math curriculum to add practice components and potentially aid teachers in differentiating instruction through the program’s progress-monitoring data. Studies in this review assess the effectiveness of Accelerated Math as part of a school’s core math curriculum. |
9/30/2008 |
| WWC IRECEBL08 | Breakthrough to Literacy
Breakthrough to Literacy is a literacy curriculum for preschool through third grade that introduces students to a book-a-week throughout the year. Students gain exposure to the book-of-the week through multiple formats. They receive a Big Book, a Take-Me-Home Book, an audio book, and a computerized version. The book-of-the-week serves as the basis of classroom and independent learning activities for that week. Classroom activities that focus on the book include: (1) teacher-led whole group instruction, (2) teacher-led small group instruction, and (3) independent learning activities including individualized computer instruction that allows students to progress at their own pace. Activities for preschoolers are designed to teach oral language, phonemic awareness, phonics, vocabulary, and concepts of print. Breakthrough to Literacy also includes professional development activities for teachers that are designed to help incorporate the Breakthrough to Literacy curriculum into their day-to-day activities and improve their classroom management skills. |
8/26/2008 |
| WWC IRBRVUL07 | Voyager Universal Literacy System®
The Voyager Universal Literacy System® is a core reading program designed to help students learn to read at or above grade level by the end of the third grade. This program uses strategies such as individual reading instruction, higher-level comprehension activities, problem solving, and writing. Students are also exposed to computer-based practice and reinforcement in phonological skills, comprehension, fluency, language development, and writing. The program uses whole classroom, small group, and independent group settings. Voyager Universal Literacy System® emphasizes regular assessments, with biweekly reviews for struggling students and quarterly assessments for all students. |
8/13/2007 |
| WWC IREDWE07 | Waterford Early Reading Level One™
Waterford Early Reading Level One™ is an emergent literacy curriculum that uses computer-based technology to prepare children for reading. It begins with a tutorial to familiarize the child with the computer and mouse and a reading placement evaluation to assess and determine whether a child should work on Level One objectives: capital letters, lowercase letters, or beginning decoding skills. The computerized instruction is supplemented by activities for phonological and phonemic awareness, letter recognition, knowledge of story and print concepts, and general readiness skills. |
7/30/2007 |
| WWC IRBRRN07 | Read Naturally
Read Naturally is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's website, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by the students themselves and by teachers. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work, for the most part, on an independent basis. The program has two versions. In one, students use audiocassettes or CDs in conjunction with hard-copy reading materials. In the second version students use the Read Naturally computer program alone. The Read Naturally program is designed to increase time spent reading. |
7/16/2007 |
| WWC IRBRWER07 | Waterford Early Reading Program
Waterford Early Reading Program™ is a software-based curriculum for students in Kindergarten through second grade. The curriculum is designed to promote reading, writing, and typing, incorporating literacy skills such as letter mastery, language stories, spelling, basic writing skills, reading and listening development, and comprehension strategies. It can be used as a supplement to the regular reading curriculum. Program materials include classroom lessons and take-home materials in addition to the Waterford software. Waterford Early Reading Program™ offers pretest placement and posttest assessments, in addition to ongoing assessments throughout the program. |
7/16/2007 |
| WWC IRBRFFW07 | Fast ForWord®
Fast ForWord® is a family of computer-based products. According to the developer's website, the programs help students develop and strengthen the cognitive skills necessary for successful reading and learning. Participants spend 30 to 100 minutes a day, five days a week, for four to 16 weeks with these adaptive exercises. Fast ForWord® Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord® to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills. |
7/9/2007 |
| WWC IRBRFFR07 | Failure Free Reading
Failure Free Reading is a language development program designed to improve vocabulary, fluency, word recognition, and reading comprehension for kindergarten through grade 12 students who score in the bottom 15% on standardized tests and who have not responded to conventional beginning reading instruction. The three key dimensions of the program are repeated exposure to text, predictable sentence structures, and story concepts that require minimal prior knowledge. The program combines systematic, scripted teacher instruction, talking software, workbook exercises, and independent reading activities. The program is delivered through small group or individual instruction. |
7/2/2007 |
| WWC IRELRN07 | Read Naturally
Read Naturally is designed to improve reading fluency using a combination of books, audio-tapes, and computer software. This program includes three main strategies: repeated reading of English text for oral reading fluency development, teacher modeling of story reading, and systematic monitoring of student progress by teachers. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work, for the most part, on an independent basis. The Read Naturally strategy is designed to increase time spent reading by combining teacher modeling, repeated reading, and progress monitoring. Although the program was not originally developed for English language learners (ELL), materials for these students are now available. |
6/25/2007 |
| WWC IRMSCT07 | Cognitive Tutor® Algebra I
Cognitive Tutor® Algebra I, a full year course, delivers instruction in single variable data, simplifying linear expressions, mathematical modeling, solving systems with linear equations, problem solving using proportional reasoning, and powers and exponents. Students work at their own pace to develop problem-solving skills. The duration of each lesson can vary, depending on the length of a school's class period. Generally, three periods a week are spent using the Cognitive Tutor® Algebra I text for classroom activities, and two are spent in the computer lab using the Cognitive Tutor® Algebra I software. |
5/29/2007 |
| WWC IRBRRWT07 | Read, Write & Type!™
Read, Write & Type!™ Learning System is a software program with supporting materials designed to teach beginning reading skills by emphasizing writing as a way to learn to read. The program was developed for six- to nine-year-old students who are just beginning to read and for students who are struggling readers and writers. The main goal of Read, Write & Type!™ is to help students develop an awareness of the 40 English phonemes and the ability to associate each phoneme with a letter or a combination of letters and a finger stroke on the keyboard. Other goals of the program include identifying phonemes in words and fluency in sounding out, typing, and reading regularly spelled words. |
5/7/2007 |
| WWC IRESHM07REV | Houghton Mifflin Mathematics
Houghton Mifflin Mathematics is a core curriculum for kindergarten through grade 6 students at all ability levels. According to its developer, Houghton Mifflin Mathematics emphasizes the five content strands and processes recommended by the National Council of Teachers of Mathematics Standards. At each grade level the program focuses on basic skills development, problem solving, and vocabulary expansion to help students master key math concepts. The program incorporates assessments—including lesson-level interventions to meet the needs of all learners—to monitor students' progress. Students practice daily math lessons through instructional software, enrichment worksheets, manipulatives, and workbooks in addition to student textbooks. |
4/30/2007 |
| WWC IRBRADD07 | Auditory Discrimination in Depth (ADD)® / Lindamood Phonemic Sequencing (LiPS)®
The Auditory Discrimination in Depth (ADD) Program® (currently called the Lindamood Phonemic Sequencing (LiPS) Program®) is designed to teach students skills to successfully 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 with their mouths, 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 Auditory Discrimination in Depth Program® is individualized to meet students' needs and is often used with students who have learning disabilities or difficulties. The version of the program tested here involved computer-supported activities. |
4/23/2007 |
| NCEE 20074005 | Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort
The National Center for Education Evaluation and Regional Assistance produced this major study of the effectiveness of education technology. Mandated by Congress, the report uses scientifically based research methods and control groups to focus on the impact of technology on student academic achievement. The main findings of the study are:
|
4/4/2007 |
Publications & Products