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Tag: reading
- 1/1/07 - Fuchs, L.S.
The National Research Center on Learning Disabilities (NRCLD) has completed two large studies to look at how responsiveness to intervention (RTI) works at the first-grade level for preventing and identifying specific learning disabilities (SLD) in reading and math. The purpose of this report is to help professionals and parents understand what RTI is, to explain how NRCLD’s findings are helping schools use RTI, and to answer questions often asked about how RTI can be used in the SLD... - 1/1/06 - Deb Albus, Shyyan, V., Thurlow, M.
The current study, an online survey about instructional strategies for ELLs with disabilities, was designed to build on the findings of the previous study about educator perceptions of instructional strategies. Although the current study did not use consensus building methods, it was similarly designed to obtain educators’ perspectives about instructional strategies for reading, mathematics, and science. This survey, in contrast to the previous study, included a broader range than only... - 1/1/08 - Barbara Miles
This overview provides fundamental information on deaf-blindness. Topics include causes, challenges, communication, orientation and mobility, education, transition, and family issues. The fact sheet is written for all audiences, especially parents, and professionals new to the field. Agency resources are listed and selected readings are referenced. Also available in Spanish. - 1/1/10 - Jose Blackorby , Ellen Schiller , Sangeeta Mallik , Kathleen Hebbeler , Tracy Huang , Harold Javitz , Camille Marder , Katherine Nagle , Debra Shaver , Mary Wagner , Cyndi Williamson
"This study utilizes existing data collected by the U.S. Department of Education and other federal agencies to provide a national description of identification patterns across time and comparisons of the outcomes for children and youth with disabilities with outcomes of samples including their nondisabled peers. The study found that, across age groups, there was an increase from 1997 to 2005 in the percentages of children either newly identified or continuing to receive early intervention... - 1/1/10 - Jose Blackorby, Ellen Schiller, Sangeeta Mallik, Kathleen Hebbeler, Tracy Huang, Harold Javitz, Camille Marder, Katherine Nagle, Debra Shaver, Mary Wagner, Cyndi Williamson
"This study utilizes existing data collected by the U.S. Department of Education and other federal agencies to provide a national description of identification patterns across time and comparisons of the outcomes for children and youth with disabilities with outcomes of samples including their nondisabled peers. The study found that, across age groups, there was an increase from 1997 to 2005 in the percentages of children either newly identified or continuing to receive early intervention... - 1/1/06 - Francis, D., Rivera, M. , Lesaux, N., Kieffer, M., Rivera, H.
Book 1 of 3: This book, released in October 2006, is the first in a series of three Practical Guidelines for the Education of English Language Learners. It provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs. The domains of focus include reading and mathematics, and the recommendations apply to both a class-wide instructional format and individualized... - 1/1/08 - National Center for Technology Innovation,
With the range and variety of commercial software products on the shelves today, how can an educator or parent choose a reading program that will most benefit any particular student with special needs in reading? This article provides a synopsis of resources containing detailed information on reading software programs to help streamline the selection process. - 1/1/08 - Lauren Lieberman
Everyone benefits from recreation and this fact sheet shares practical information on how to get people who are deaf-blind with cognitive disabilities involved with recreational activities. The focus is on recreational activities for pre-adolescent children through adult. Included are the steps required to develop a recreational plan. Examples of recreation activities with different people who are deaf-blind. A listing of national organizations and additional readings is included. - 1/1/06 - California Comprehensive Center,
The nine Essential Program Components (EPCs), as measured on the Academic Program Survey (APS), are designed to support the improvement of student academic performance in reading/language arts and mathematics. The nine components have been identified in numerous research studies as key factors for school improvement and for the functioning of schools that are “beating the odds” by demonstrating success with challenging student populations. The American Institutes for Research (AIR), as a... - 1/1/06 - Bacevich, A., Salinger, T.
The Alabama Reading Initiative (ARI) addresses literacy and includes a focus on high school students. This research brief summarizes student and teacher outcomes, lessons learned, and other findings from a recent evaluation of the Alabama Reading Initiative at the secondary school level. - 1/1/09 - Anindita Sen, Stephanie Burns, David C. Miller
The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers’ reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (a) waiting to see if... - 1/1/06 - Lembke, E.
This article explores the link between emotional behavioral disorders (EBD) and reading performance, and describes four intervention practices that positively impact reading performance for students with EBD. Research shows that some conduct disorders, such as EBD, can be linked to poor reading performance, although the causal relationship has not been determined. More research is needed to determine effective positive interventions for students with EBD, but interviews with several... - 1/1/09 - Kristin Denton Flanagan, Cameron McPhee, Gail Mulligan
"Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This... - 1/1/08 - William Gormley
"For Hispanic students as a whole, the Tulsa pre-K program resulted in significant monthly gains for all three cognitive indicators. Monthly gains depict how many months ahead in cognitive development an average 5-year-old exposed to Tulsa pre-K is compared to an average child of the same age who was not exposed to Tulsa pre-K. In other words, these gains are above and beyond those that otherwise occur through aging and maturation. As shown in Figure 1, Hispanic students realized gains of 11... - 1/1/09 - Alison Rebeck Black , Marie-Andrée Somers , Fred Doolittle , Rebecca Unterman , Jean Baldwin Grossman
The report, The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report, includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the after-school programming regularly offered. For each... - 1/1/10 - National Center for Education Statistics,
"This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and...
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