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Search Results: (1-15 of 60 records)

 Pub Number  Title  Date
WWC ADLIT681 Prentice Hall Literature (1989-2005)
Prentice Hall Literature (19892005) is an English language arts curricula designed for students in grades 612 that focuses on building reading, vocabulary, literary analysis, and writing skills. After reviewing the research on Prentice Hall Literature (19892005), the WWC found no studies that meet WWC standards. Therefore, more research is needed to determine the effectiveness of the curricula for adolescent readers.
11/21/2017
WWC ADLIT682 Prentice Hall/Pearson Literature (2007-15)
This What Works Clearinghouse (WWC) intervention report summarizes the research on Prentice Hall/Pearson Literature (20072015), which includes the 2007 and later editions Prentice Hall Literature: Penguin Edition, Prentice Hall Literature: Language and Literacy, Prentice Hall Literature: Common Core Edition, and Pearson Literature.

Prentice Hall/Pearson Literature (20072015) is an English language arts curricula designed for students in grades 612 that focuses on building reading, vocabulary, literary analysis, and writing skills. Based on the research, the WWC found Prentice Hall/Pearson Literature (20072015) to have no discernible effects on general literacy achievement and comprehension for adolescent readers. No studies meet WWC group design standards in the alphabetics or reading fluency domains, so this intervention report does not report on the effectiveness of Prentice Hall/Pearson Literature (200715) for those domains.
11/21/2017
REL 2017258 Stated Briefly: The relative effectiveness of two approaches to early literacy intervention in grades K-2
This "Stated Briefly" report is a companion piece that summarizes the findings from another report (REL 2017-251). This randomized controlled trial of early literacy interventions examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K-2. Fifty-five schools located across Florida were randomly assigned to stand-alone or embedded interventions delivered daily throughout the school year for 45 minutes in small groups of four or five students. Students below the 30th percentile in reading-related skills and/or vocabulary were eligible for intervention. One-third of participating students were English language learners. Both interventions were implemented with high fidelity and, on average, students showed improvement in reading and language skills in both interventions. The stand-alone intervention significantly improved grade 2 spelling. However, impacts on other student outcomes were comparable. The two interventions had relatively similar impacts on reading and language outcomes among English learners and non-English learners, with the exception of some reading outcomes in kindergarten. Implications for future research are discussed.
4/4/2017
REL 2017251 The relative effectiveness of two approaches to early literacy intervention in grades K-2
This study examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K-2. Fifty-five schools located across Florida were randomly assigned to stand-alone or embedded interventions delivered daily throughout the school year for 45 minutes in small groups of four or five students. Students below the 30th percentile in reading-related skills and/or vocabulary were eligible for intervention. One-third of participating students were English language learners. Both interventions were implemented with high fidelity. The stand-alone intervention significantly improved grade 2 spelling. However, impacts on other student outcomes were comparable. On average, students showed improvement in reading and language skills in both interventions. The two interventions had relatively similar impacts on reading and language outcomes among English learners and non-English learners, with the exception of some reading outcomes in kindergarten.
2/28/2017
NCES 2016058REV Program for the International Assessment of Adult Competencies (PIAAC) 2014: U.S. National Supplement Restricted Use Data Files-Prison
The 2014 PIAAC U.S. Prison Study Restricted Use File (RUF) contains individual unit record data including responses to both the background questionnaire and the cognitive assessment from the data collection completed in 2014. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the Prison Study PUF (NCES 2016-337REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix E of the U.S. PIAAC Technical Report 2012/2014 (NCES 2016-036REV).
11/15/2016
NCES 2016337REV Program for the International Assessment of Adult Competencies (PIAAC) 2014: U.S. National Supplement Public Use Data Files-Prison
The 2014 PIAAC U.S. Prison Study Public Use File (PUF) contains individual unit record data including responses to both the background questionnaire and the cognitive assessment from the data collection completed in 2014. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the Prison Study PUF, please refer to Appendix E of the U.S. PIAAC Technical Report 2012/2014 (NCES 2016-036REV).
11/15/2016
REL 2016224 Self-study guide for implementing literacy interventions in Grades 3-8
The Grades 38 Self-Study Guide for Implementing Literacy Interventions was developed to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions. It is intended to promote reflection about current strengths and challenges in planning for implementation of literacy interventions, spark conversations among staff, and identify areas for improvement. This guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions.
9/22/2016
REL 2016227 Professional learning communities facilitator's guide for the What Works Clearinghouse practice guide: Foundational skills to support reading for understanding in kindergarten through 3rd grade
The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Practice Guide. The practice guide focuses on the foundational reading skills that enable students to read words, relate those words to their oral language, and read connected text with sufficient accuracy and fluency to understand what they read. The practice guide, developed by a panel of experts comprised of researchers and practitioners, presents four recommendations that educators can use to improve literacy skills in the early grades.

Professional Learning Communities (PLCs) are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and improving their craft. REL Southeast developed PLC materials focused on the practice guide that were designed to assist a literacy leader in guiding a professional learning community in applying the recommendations from the practice guide. The materials include a facilitator's guide, participant activities, and videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities. The participant's activities include reflection questions, lesson plan examples and templates, video-viewing guides, and sharing opportunities. The videos illustrate practices presented in the foundational reading skills practice guide.
9/20/2016
NCES 2016667REV Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Public Use Data Files-Household
The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. In September 2017, the PUF was reissued, with an Errata Sheet detailing the revisions. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).

How to get PIAAC Restricted Use Data.
9/15/2016
NCES 2016668REV Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Restricted Use Data Files-Household
The PIAAC 2012/14 U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-667REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).
9/15/2016
REL 2016178 Summary of 20 years of research on the effectiveness of adolescent literacy programs and practices
This literature review searched the peer-reviewed studies of reading comprehension instructional practices conducted and published between 1994 and 2014 and summarizes the instructional practices that have demonstrated positive or potentially positive effects in scientifically rigorous studies employing experimental designs. Each study was rated by the review team utilizing the What Works Clearinghouse standards. The review of the literature resulted in the identification of 7,144 studies. Of these studies, only 111 met eligibility for review. Thirty-three of these studies were determined by the study team to have met What Works Clearinghouse standards. The 33 studies represented 29 different interventions or classroom practices. Twelve of these studies demonstrated positive or potentially positive effects. These 12 studies are described and the commonalities among the studies are summarized.
9/6/2016
REL 2016129 Self-study Guide for Implementing Early Literacy Interventions
The Self-study Guide for Implementing Early Literacy Interventions is a tool to help district and school-based practitioners conduct self-studies for planning and implementing early literacy interventions for kindergarten, grade1 and grade 2 students. This guide is designed to promote reflection about current strengths and challenges in planning for implementation of early literacy interventions, spark conversations among staff, and identify areas for improvement. This self-study guide provides a template for data collection and guiding questions for discussion.
4/5/2016
WWC IRL631 Academy of READING
Academy of READING is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. The WWC identified 38 studies of Academy of READING for adolescent readers that were published or released between 1989 and 2013. Only one of the studies met the WWC criteria for an eligible sample and research design, as described in the Adolescent Literacy review protocol. This study does not meet WWC group design standards. Therefore, more research is needed to determine the impacts of Academy of READING on adolescent readers.
12/16/2014
NCES 2014046REV Program for the International Assessment of Adult Competencies (PIAAC) 2012 U.S. Restricted Use File (RUF)
The PIAAC U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from the original U.S. PIAAC data collection completed in 2012. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-045REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2014-047).

Important note to users:

These original 2012 data have been updated, reweighted, and revised with the release of the PIAAC 2012/2014 restricted-use dataset (NCES 2016-668). That dataset should be used for analyses instead of this original version unless you are seeking to reproduce historic analyses.

Revision Release: May 2015
5/5/2014
NCES 2014045REV Program for the International Assessment of Adult Competencies (PIAAC) 2012 U.S. Public Use File (PUF)
The PIAAC U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from the original U.S. PIAAC data collection completed in 2012. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2014-047).

Important notes to users:
  1. These original 2012 data have been updated, reweighted, and revised with the release of the PIAAC 2012/2014 dataset (NCES 2016-667). That dataset should be used for analyses instead of this original version unless you are seeking to reproduce historic analyses.
  2. The OECD identified an error in the derivation of the following variables in the PIAAC original 2012 data files: NFE12JR, NFE12NJR, FNFE12JR, FNFAET12JR and FNFAET12NJR. NCES released revised U.S. public-use and restricted-use files, the background compendia, and the codebook on August 18, 2015. The revised public-use files are available below. IDE (International Data Explorer) was updated with the revised datafile on March 27, 2015. If you have any questions, please contact: holly.xie@ed.gov.


Revision Release: August 2015
5/5/2014
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