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Pub Number	Title	Date
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: Test scores were not significantly higher in classrooms using the reading and mathematics software products than those in control classrooms. In each of the four groups of products-reading in first grade and in fourth grade, mathematics in sixth grade, and high school algebra-the evaluation found no significant differences in student achievement between the classrooms that used the technology products and classrooms that did not. There was substantial variation between schools regarding the effects on student achievement. Although the study collected data on many school and classroom characteristics, only two characteristics were related to the variation in reading achievement. For first grade, effects were larger in schools that had smaller student-teacher ratios (a measure of class size). For fourth grade, effects were larger when treatment teachers reported higher levels of use of the study product. Thirty-three districts, 132 schools, and 439 teachers participated in the study. Sixteen products were selected for the study based on public submissions and ratings by a study team and expert review panels.	4/4/2007
WWC IRECWC07	Words and Concepts Words and Concepts is a computer software program that focuses on building oral language skills related to vocabulary, comprehension, word relationships, and other concepts in six units—vocabulary, categorization, word identification by function, word association, concept of same, and concept of different. It can be used by adults and children with varying special needs, including language-learning disabilities, developmental disabilities, physical impairments, hearing and vision impairments, and autism.	3/12/2007
WWC IRMSEM06	The Expert Mathematician The Expert Mathematician is designed to help middle school students develop the thinking processes for mathematical applications and communication. A three-year program of instruction, The Expert Mathematician uses a software and consumable print materials package with 196 lessons that teach the Logo programming language. Each lesson ranges from 40–120 minutes, or one to three class periods. The Expert Mathematician coursework combines integrated computer software with workbook activities. A test of unit concepts is administered at the end of each instructional unit. The developer used the computer program LogoWriter to develop the curriculum, which covers general mathematics, pre-algebra, and algebra I. The developer describes the curriculum as covering the range of concepts and content areas in the National Council of Teachers of Mathematics Curriculum and Evaluation Standards.	10/14/2006
WWC IRELFF06	Fast ForWord Language Fast ForWord Language is a computer-based instructional program developed to build cognitive skills students need to improve English language proficiency and reading skill. It consists of seven game-like exercises, including nonverbal and verbal sound discrimination, phonological processing, vocabulary recognition, and language comprehension. Each exercise begins with basic skills and builds up to more complex skills. The difficulty of each task is continuously adapted so that students would get about 80% of the items correct. Fast ForWord Language was designed for students struggling with reading, but has been used for English language learners. There are multiple Fast ForWord products; this review focuses on Fast ForWord Language as used with English language learners.	9/28/2006
WWC IRECEDQ06	DaisyQuest DaisyQuest is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children aged three to seven years (or preschool to second grade). The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately, as well as how to count the number of sounds in words. The What Works Clearinghouse (WWC) also reviewed the effects of DaisyQuest on the beginning reading skills of children in kindergarten through third grade and the findings are reported in a separate WWC intervention report.	9/28/2006
WWC IRBRFQ06	DaisyQuest DaisyQuest is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children aged three to seven years. The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately, as well as how to count the number of sounds in words.	9/28/2006
NCES 2005173	User's Guide to Developing Student Interest Surveys Under Title IX This User's Guide, prepared for the Office for Civil Rights of the U.S. Department of Education, provides a guide for conducting a survey of student interest in order to satisfy Part 3 of the Three-Part Test established in the 1979 Policy Interpretation of the intercollegiate athletic provisions of Title IX of the Higher Education Act of 1972.	4/1/2005
NCES 2005454	The Nation's Report Card: An Introduction to The National Assessment of Educational Progress (NAEP) The Nation's Report Card: An Introduction to The National Assessment of Educational Progress (NAEP) explains the major features of NAEP in a non-technical manner. It highlights the history and development of NAEP, how the data are collected, scored, and analyzed, and how the results are reported. This introductory guide to NAEP is designed to meet the information needs of teachers, parents, and other members of the general public about the nation's premier assessment of what America's elementary and secondary students know and can do.	1/17/2005
NCES 1999489	Directory of NAEP Publications This 74-page directory lists all publications issued or funded by the National Center for Education Statistics that present or analyze data from the National Assessment of Educational Progress (NAEP). Since 1970, NAEP has evaluated student performance in such areas as reading, mathematics, science, writing, U.S. history, civics, geography, and the arts. Each listing gives information for accessing the publication, through ERIC, the NCES web site, the Government Printing Office, or Ed Pubs, as appropriate.	4/19/1999
NCES 98297	Safeguarding Your Technology These guidelines are written to help educational administrators and staff at the buildings, campus, district, and state levels. This handbook presents why and how to effectively secure an organization's sensitive information, critical systems, computer equipment, and network access.	9/22/1998

Pub Number

Title

Date

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:

Test scores were not significantly higher in classrooms using the reading and mathematics software products than those in control classrooms. In each of the four groups of products-reading in first grade and in fourth grade, mathematics in sixth grade, and high school algebra-the evaluation found no significant differences in student achievement between the classrooms that used the technology products and classrooms that did not.
There was substantial variation between schools regarding the effects on student achievement. Although the study collected data on many school and classroom characteristics, only two characteristics were related to the variation in reading achievement. For first grade, effects were larger in schools that had smaller student-teacher ratios (a measure of class size). For fourth grade, effects were larger when treatment teachers reported higher levels of use of the study product.

Thirty-three districts, 132 schools, and 439 teachers participated in the study. Sixteen products were selected for the study based on public submissions and ratings by a study team and expert review panels.

4/4/2007

WWC IRECWC07

Words and Concepts
Words and Concepts is a computer software program that focuses on building oral language skills related to vocabulary, comprehension, word relationships, and other concepts in six units—vocabulary, categorization, word identification by function, word association, concept of same, and concept of different. It can be used by adults and children with varying special needs, including language-learning disabilities, developmental disabilities, physical impairments, hearing and vision impairments, and autism.

3/12/2007

WWC IRMSEM06

The Expert Mathematician
The Expert Mathematician is designed to help middle school students develop the thinking processes for mathematical applications and communication. A three-year program of instruction, The Expert Mathematician uses a software and consumable print materials package with 196 lessons that teach the Logo programming language. Each lesson ranges from 40–120 minutes, or one to three class periods. The Expert Mathematician coursework combines integrated computer software with workbook activities. A test of unit concepts is administered at the end of each instructional unit. The developer used the computer program LogoWriter to develop the curriculum, which covers general mathematics, pre-algebra, and algebra I. The developer describes the curriculum as covering the range of concepts and content areas in the National Council of Teachers of Mathematics Curriculum and Evaluation Standards.

10/14/2006

WWC IRELFF06

Fast ForWord Language
Fast ForWord Language is a computer-based instructional program developed to build cognitive skills students need to improve English language proficiency and reading skill. It consists of seven game-like exercises, including nonverbal and verbal sound discrimination, phonological processing, vocabulary recognition, and language comprehension. Each exercise begins with basic skills and builds up to more complex skills. The difficulty of each task is continuously adapted so that students would get about 80% of the items correct. Fast ForWord Language was designed for students struggling with reading, but has been used for English language learners. There are multiple Fast ForWord products; this review focuses on Fast ForWord Language as used with English language learners.

9/28/2006

WWC IRECEDQ06

DaisyQuest
DaisyQuest is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children aged three to seven years (or preschool to second grade). The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately, as well as how to count the number of sounds in words. The What Works Clearinghouse (WWC) also reviewed the effects of DaisyQuest on the beginning reading skills of children in kindergarten through third grade and the findings are reported in a separate WWC intervention report.

9/28/2006

WWC IRBRFQ06

DaisyQuest
DaisyQuest is a software bundle that offers computer-assisted instruction in phonological awareness, targeting children aged three to seven years. The instructional activities, framed in a fairy tale involving a search for a friendly dragon named Daisy, teach children how to recognize words that rhyme; words that have the same beginning, middle, and ending sounds; and words that can be formed from a series of phonemes presented separately, as well as how to count the number of sounds in words.

9/28/2006

NCES 2005173

User's Guide to Developing Student Interest Surveys Under Title IX
This User's Guide, prepared for the Office for Civil Rights of the U.S. Department of Education, provides a guide for conducting a survey of student interest in order to satisfy Part 3 of the Three-Part Test established in the 1979 Policy Interpretation of the intercollegiate athletic provisions of Title IX of the Higher Education Act of 1972.

4/1/2005

NCES 2005454

The Nation's Report Card: An Introduction to The National Assessment of Educational Progress (NAEP)
The Nation's Report Card: An Introduction to The National Assessment of Educational Progress (NAEP) explains the major features of NAEP in a non-technical manner. It highlights the history and development of NAEP, how the data are collected, scored, and analyzed, and how the results are reported. This introductory guide to NAEP is designed to meet the information needs of teachers, parents, and other members of the general public about the nation's premier assessment of what America's elementary and secondary students know and can do.

1/17/2005

NCES 1999489

Directory of NAEP Publications
This 74-page directory lists all publications issued or funded by the National Center for Education Statistics that present or analyze data from the National Assessment of Educational Progress (NAEP). Since 1970, NAEP has evaluated student performance in such areas as reading, mathematics, science, writing, U.S. history, civics, geography, and the arts. Each listing gives information for accessing the publication, through ERIC, the NCES web site, the Government Printing Office, or Ed Pubs, as appropriate.

4/19/1999

NCES 98297

Safeguarding Your Technology
These guidelines are written to help educational administrators and staff at the buildings, campus, district, and state levels. This handbook presents why and how to effectively secure an organization's sensitive information, critical systems, computer equipment, and network access.

9/22/1998

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