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Title:  NCEE Evaluation Brief: Professional Development for Early Reading Teachers
Description: Research-based professional development for early reading teachers increased their knowledge of reading content and recommended instructional practices and their use of one of those practices (explicit instruction). But it did not improve student reading achievement. For the full evaluation report visit:
Online Availability:
Cover Date: February 2009
Web Release: November 2, 2012
Publication #: NCEE 20094055
Center/Program: NCEE
Authors: NCEE
Type of Product: Evaluation Brief
Questions: For questions about the content of this Evaluation Brief, please contact:
Erin Pollard.
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National Center for Education Statistics -
U.S. Department of Education