|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: http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=NCEE20084034|
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|Cover Date:||February 2009|
|Web Release:||November 2, 2012|
|Publication #:||NCEE 20094055
|Type of Product:||Evaluation Brief|
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