Search Results: (1-15 of 104 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 |
| REL 2008065 | Preparing Teachers in the Southeast Region to Work with Students with Disabilities
The study examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities. Most programs require one disability-focused course, two-thirds incorporate fieldwork related to students with disabilities, and more than half incorporate disability content into their mission statements. |
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 |
| WWC IRMSMT08 | MathThematics
MathThematics is a mathematics curriculum for grades 6 through 8 that combines activity-based, discovery learning with direct instruction. The textbook for each grade level has eight instructional modules, with each module focused on a theme. Open-ended questions and projects are utilized throughout the curriculum to assess problem-solving skills and the ability to communicate mathematically. |
10/21/2008 |
| 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 |
| 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 IRECTM08 | Tools of the Mind
Tools of the Mind is an early childhood curriculum for preschool and kindergarten children, based on the ideas of Russian psychologist Lev Vygotsky. The curriculum is designed to foster children's executive function, which involves developing self-regulation, working memory, and cognitive flexibility. Many activities emphasize both executive functioning and academic skills. |
9/16/2008 |
| WWC IRBRHMR08 | Houghton Mifflin Reading©
The Houghton Mifflin Reading© system is a reading program for instruction in grades K–6. It uses Big Books (authentic literature), anthologies, Read Alouds, and audio compact discs to provide step-by-step instruction in reading. According to the developer’s website, Houghton Mifflin Reading© was developed based on the findings of the National Reading Panel. The product is designed to be used as a full-year curriculum program with instruction on developing oral language and comprehension, phonemic awareness, decoding skills (phonics, analogy, context, and word recognition), fluency, reading comprehension, writing, spelling, and grammar. Instruction is organized by a set of themes (10 for grades K–1 and 6 for grades 2–6) with selected Big Books (fiction and non-fiction literature) and other classroom activities to highlight the theme. |
9/9/2008 |
| 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 IRMSMC08 | Mathematics in Context
Mathematics in Context is a middle school mathematics curriculum for grades 5 through 8. Mathematics in Context was developed to align with the 1989 National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards. It is also based on the Dutch Realistic Mathematics Education approach of first engaging students in understanding real problems and then gradually moving to abstract concepts. Rather than focusing on one mathematical domain at a time, Mathematics in Context teaches students to explore the relationships among different domains of mathematics (such as algebra and geometry) and to develop strategies for reasoning through problems mathematically. Mathematics in Context also encourages students to collaborate on problem solving. |
8/26/2008 |
| WWC IRBRRM08 | Reading Mastery
Reading Mastery, one of several curriculum components that constitute the Scientific Research Associate’s Direct Instruction curriculum, is designed to provide systematic instruction in English language reading. Reading Mastery is a full-year curriculum and is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text. Lessons are designed to be fast-paced and interactive. Students are grouped by similar reading level, based on program placement tests. The program includes placement assessments and a continuous monitoring component. |
8/12/2008 |
| WWC IRBROCR08 | Open Court Reading
Open Court Reading© is an elementary basal reading program for grades K-6 developed by SRA/McGraw-Hill. The program is designed to systematically teach decoding, comprehension, inquiry and investigation, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading and Responding, emphasizes reading for understanding with literature, comprehension, inquiry, and practical reading applications. Part 3, Language Arts, focuses on communication skills such as spelling and vocabulary; writing process strategies; English language conventions such as grammar, speaking, and penmanship; and basic computer skills. |
8/12/2008 |
| WWC QRBG0808 | WWC Quick Review of the Article "Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games"
This study examined whether playing number board games improved numeracy skills of low-income preschoolers. |
8/7/2008 |
| NCER 20082009REV | Effects of Preschool Curriculum Programs on School Readiness: Report from the Preschool Curriculum Evaluation Research Initiative
In 2002, the Institute of Education Sciences (IES) began the Preschool Curriculum Evaluation Research (PCER) initiative to conduct rigorous efficacy evaluations of available preschool curricula. Twelve research teams implemented one or two curricula in preschool settings serving predominantly low-income children under an experimental design. For each team, preschools or classrooms were randomly assigned to the intervention curricula or control curricula and the children were followed from pre-kindergarten through kindergarten. IES contracted with RTI International (RTI) and Mathematica Policy Research (MPR) to evaluate the impact of each of the 14 curricula implemented using a common set of measures with the cohort of children beginning preschool in the summer-fall of 2003. This report provides the individual results for each curriculum from the evaluations by RTI and MPR. Chapter 1 describes the PCER initiative and details the common elements of the evaluations including the experimental design, implementation, analysis, results, and findings. Chapters 2-13, respectively, provide greater detail on the individual evaluations of the curricula implemented by each research team including information on the curricula, the demographics of the site-specific samples, assignment, fidelity of implementation, and results. Appendix A presents results from a secondary analysis of the data. Appendix B provides greater detail regarding the data analyses conducted. Appendixes C and D provide additional information regarding the outcome measures. |
7/28/2008 |
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