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Tag: reading
- 1/1/06 - National Center for Culturally Responsive Educational Systems,, Equity Alliance at ASU
Assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students. - 1/1/08 - L. Scott Miller, Eugene Garcia
This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is... - 1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.
This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. - 1/1/09 - Steven Nelson, Richard Greenough, Nicole Sage
The results indicate that in most states both American Indian and Alaska Native students and all other students experienced achievement gains across the study period. Although achievement gaps were generally found to persist, the American Indian and Alaska Native students were at least keeping pace by increasing in achievement along with all other students. The majority of states with three or four years of continuous data saw an increase in the proficiency rates of American Indian and... - 1/1/07 - Kirsch, I., Braun, H., Yamamoto, K., Sum, A.
This report “looks at the convergence of three powerful sociological and economical forces that are changing our nation's future: (a) substantial disparities in skill levels (reading and math); (b) seismic economic changes (widening wage gaps); and (c) sweeping demographic changes (less education, lower skills). (The authors show that) there is little chance that economic opportunities will improve among key segments of our population if we follow our current path. To date, educational... - 1/1/10 - Center on Education Policy,
"Disparities between boys and girls in reading and mathematics achievement have long been a concern among educators. While the No Child Left Behind Act (NCLB) does not hold school systems directly accountable for making adequate yearly progress (AYP) for the male and female subgroups, as it does for racial/ethnic and other subgroups, the Act does require states and school districts to publicly report test results broken down by gender. These requirements to disaggregate and publicize test... - 1/1/08 - Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., Tilly, W.D.
This Practice Guide, released by IES in February 2009, aims to help educators develop and implement Response to Intervention to assist students struggling with reading. The focus is building an instructional program in order to improve outcomes for students who have difficulty with reading as well as set in place a screening process for all students. The guide presents recommendations and indicates the quality of the research base that supports them. It includes common questions and... - 1/1/07 - Susan Smartt, Daniel Reschly
This brief discusses scientifically based reading instruction in relation to federal policy mandates. It focuses on strategies and standards for ensuring that teachers are qualified to teach reading and provides recommendations for improving the teaching of reading. - University of Nebraska-Lincoln,
The University of Nebraska-Lincoln provides a website with information about Cognitive Strategy Instruction (CSI). The website gives practical tips, describes strategies in further detail, and gives more information about the six stages involved. One can look at teaching strategies, lesson plans, and study skills. Additionally, links and suggestions are offered in the areas of reading, writing, and math. - 1/1/04 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in... - 1/1/08 - Thurlow, M., Shyyan, V., Barrera, M., Liu, K.
“This study is part of national research over the past seven years at the National Center on Educational Outcomes focused on identifying and validating instructional strategies for ELLs with disabilities. . . . In recent work (Barrera, Shyyan, Liu, & Thurlow, 2008), educators from five States with large ELL populations and five States with small ELL populations generated sets of reading, mathematics, and science instructional strategies and weighted their importance in focus group-like... - 1/1/10 - Michelle Najarian, Kyle Snow, Jean Lennon, Susan Kinsey, Gail Mulligan
"This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect... - 1/1/05 - Jerry D. Weast
The district faced an indisputable fact: increasing numbers of young children impacted by poverty and language difference were starting school lagging behind their peers in basic
literacy and mathematics skills, and they often remained behind. If children were not meeting certain benchmarks by the end of first grade, there was little likelihood that they would
be able to read fl uently by third grade, an important indicator of academic success in the later years.5 So, the work began in the... - 1/1/09 - Mary Terzian, Kristin Anderson Moore, Kathleen Hamilton
"Children and youth who reside in economically disadvantaged households and who live in lowresource, urban neighborhoods are more likely to lose ground in math and reading over the
summer than their middle- and upper-class peers. These children and youth often come from
ethnic minority backgrounds. This achievement gap widens as children grow older, creating
social and academic inequities. Summer learning programs are an important strategy for
narrowing the achievement gap." - The Access Center,
This module is a 3.5-hour module designed to promote knowledge and understanding of the fifth essential component of reading: comprehension. The purpose of this module is to help provide teachers with the knowledge and tools necessary to provide effective reading interventions for students who struggle with reading comprehension. - 1/1/10 - Susanne James-Burdumy , John Deke , Julieta Lugo-Gil , Nancy Carey , Alan Hershey , Russell Gersten , Rebecca Newman-Gonchar , Joseph Dimino , Kelly Haymond
"Results after two years of using three reading comprehension curricula show gains from one program and no effects for the other two on reading comprehension for fifth-graders, according to a study released by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. The study focused on whether 5th grade students in disadvantaged schools could be helped in making the transition from "learning to read" to "reading to learn" by bolstering the...
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