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Category: READING

  • A NEW YEAR'S RESOLUTION FOR 2007: INCREASE UNDERSTANDING OF ADOLESCENT LITERACY TO HELP CLOSE THE ACHIEVEMENT GAP

    1/1/07 - Donlevy, Jim

    The academic Achievement Gap persists even as calls intensify to close it. One fruitful area for helping to address achievement disparities is adolescent literacy. Although a great deal is known about teaching reading in the early grades, not as much is known about middle and high school literacy, areas where the Achievement Gap becomes more pronounced. This article reviews previous New Year's resolutions, calls for greater understanding of adolescent literacy, and describes some...

  • A READING PROGRAM TO NARROW THE ACHIEVEMENT GAP

    1/1/08 - Erickson, Elizabeth

    The article presents a study on an Intensive Reading program (IR) intervention for sixth grade students who were behind at least one year in reading proficiency. The article evaluates whether the program increased student achievement and discusses how students of different ethnic groups performed in the program. Findings showed that no ethnic group performed better than the others. An overview of the literature related to the teaching of reading and active learning is also provided.

  • Closing the Achievement Gap Through Evidence-Based Inquiry at Multiple Levels of the Education System

    1/1/07 - Timperley, Helen S., Parr, Judy M.

    A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems and a focus on evidence-informed inquiry into effectiveness at each level of the system. Over the 2 years of the project's operation, these two premises interacted in ways that led to...

  • Development of the literacy achievement gap: A longitudinal study of kindergarten through third grade

    1/1/07 - Foster, Wayne A., Miller, Merideth

    Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on an assessment of literacy skill development at the time of entrance into kindergarten. The different groups were tracked on phonics and text...

  • Do Small Classes Reduce the Achievement Gap between Low and High Achievers? Evidence from Project STAR

    1/1/08 - Konstantopoulos, Spyros

    Given that previous findings on the social distribution of the effects of small classes have been mixed and inconclusive, in the present study I attempted to shed light on the mechanism through which small classes affect the achievement of low- and high-achieving students. I used data from a 4-year, large-scale, randomized experiment (project STAR) to examine the effects of small classes on the achievement gap. The sample consisted of nearly 11,000 elementary school students who participated...

  • LAGGING LITERACY

    1/1/01 - Christie, Kathy

    Focuses on efforts to improve literacy rates in the United States. Results of the National Assessment of Educational Progress report, which indicated an increasing gap between higher and lower scoring students; Mention of statistics regarding international literacy levels; Assertion that the U.S. needs to improve literacy standards, assessment and intervention programs; Example of the Texas Reading Initiative and other research-based programs for teaching reading.

  • Neuroscience Perspectives on Disparities in School Readiness and Cognitive Achievement

    1/1/05 - Noble, Kimberly G., Tottenham, Nim, Casey, B. J.

    This article allows readers to look at racial and ethnic disparities in school readiness from a neuroscience perspective. Although researchers have traditionally measured gaps in school readiness using broad achievement tests, they can now assess readiness in terms of more specific brain-based cognitive functions. Three neurocognitive systems--cognitive control, learning and memory, and reading--are essential for success in school. Thanks to recent advances in brain imaging, it is now...

  • Review of Language and Literacy in Bilingual Children

    1/1/04 - Cummins, Jim

    This reviewed volume reports the results of a large-scale study of bilingual education conducted in the mid- to late-1990s in Miami, Florida, under a grant from the National Institutes of Child Health and Human Development (NICHD). Oiler & Eilers (and their colleagues who contributed to individual chapters) have made a very substantial contribution to the research literature on bilingual education and bilingual development generally. Their quasi-experimental study is exemplary from a design...

  • Student success skills: A promising program to close the academic achievement gap for African American and Latino students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg, Peluso, Paul

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

  • Summer reading and the ethnic achievement gap

    1/1/04 - Kim, Jimmy

    A number of studies have shown that low-income and minority students undergo larger summer reading losses than their middle-class and White classmates, and that reading is the only activity that is consistently related to summer learning. The purpose of this study was to explore whether reading books during summer vacation improved fall reading proficiency, and whether access to books increased the volume of summer reading. The results from the multivariate regression analyses suggest that...

  • Why the gap between Black and White performance in school?: A report on the effects of race on student achievement in the St. Louis public schools

    1/1/97 - Trent, William T.

    Presents the report submitted to the court during the 1996 Liddell hearings, which is divided into 2 parts and revised to incorporate points raised during W. T. Trent's testimony on March 19, 1996. Part 1 analyzes the effects of race on student achievement and is based on data supplied by the St. Louis Public School District, cohort files covering 4 cohorts of students, and call-in enrollment data files. Data for the effects of race, student background, prior test scores, school...

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