Publications & ProductsSearch Results: (16-30 of 83 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2021042 | A First-Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills
A First Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills will be part of a suite of resources teachers can use with families to encourage and facilitate literacy support for children at home. The suite of resources will include a Teacher Guide, Family Activities, and Family Videos. The information in the Teacher Guide will be designed to assist teachers in sup-porting out-of-school literacy activities that are aligned to classroom instruction, informed by student need, grounded in evidence-based practices (the Foundational Reading Skills Practice Guide), and facilitated by ongoing parent-teacher communication. The Teacher Guide will provide a framework for literacy support activities presented during schools' family literacy nights and parent-teacher conferences. The Family Activities will contain evidence-based literacy activities that the teacher can give to the parent during family literacy night or at parent-teacher conferences for the parents to do at home with their child. Each activity will use family-friendly language and include a user-friendly format. Materials needed (e.g., letter cards) for each activity will be included. The Family Videos will depict families using the activities to support children's literacy at home. The videos can be shown at the school's literacy night or during parent-teacher conferences to illustrate family involvement in first grade literacy. Similar guides for kindergarten and grades 2 and 3 will also be available. |
10/14/2020 |
| REL 2020025 | Self-Study Guide for Evidence-Based Practices in Adult Literacy Education
The purpose of this self-study guide is to help adult literacy education providers collect, organize, and analyze evidence that they can use to improve program performance. It was designed to help educators consider which types of evidence to collect and which components of adult education instruction may be important for evaluating implementation. Sources of evidence for this review include records and data such as lesson plans, rosters, and student results confirming that processes are in place to monitor teacher and student success. The components important to evaluation of implementation were determined based on a thorough review of the literature on adult education. The guide was developed in partnership with the Regional Educational Laboratory Southeast's Florida Career Readiness Research Alliance. It was pilot tested with Florida adult literacy educators through the support of the Institute for the Professional Development of Adult Educators. |
5/4/2020 |
| NCES 2020047 | U.S. PIAAC Skills Map: State and County Indicators of Adult Literacy and Numeracy
The U.S. PIAAC Skills Map allows users to access estimates of adult literacy and numeracy proficiency in all U.S. states and counties through heat maps and summary card displays. The Skills Map also includes state- and county-level estimates for six age groups and four education groups. It also provides estimates of the precision of its indicators and facilitates statistical comparisons among states and counties. The users guide explains reporting practices and statistical methods that are needed to accurately use these state and county estimates and it provides examples of common uses. |
4/14/2020 |
| WWC 2020009 | Web-Based Intelligent Tutoring for the Structure Strategy
This What Works Clearinghouse (WWC) intervention report summarizes the research on Web-Based Intelligent Tutoring for the Structure Strategy (ITSS), a web-based program that provides supplemental literacy instruction and practice for students in kindergarten to grade 8. The program is designed to develop students’ literacy skills needed to understand factual texts encountered in school and everyday life. The program teaches students how to follow the logical structure of factual text and to use text structure to improve understanding and recall. Based on the research, the WWC found that ITSS is likely to increase students’ reading comprehension in grades 4-7. |
4/9/2020 |
| REL 2020018 | Guide and Checklists for a School Leader’s Walkthrough during Literacy Instruction in Grades 4–12
This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6–8, and grades 9–12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers. |
3/9/2020 |
| NCES 2020222 | Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Public-use File (PUF)
The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. 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 2020-224). |
11/20/2019 |
| NCES 2020223 | Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Restricted-Use File (RUF)
The PIAAC U.S. 2017 Restricted-use File (RUF) consists of data from the PIAAC 2017 household sample. It contains data for individuals including responses to the background questionnaire and the cognitive assessment. Statistical confidentiality treatments were applied due to confidentiality concerns. In addition to the variables in the public use file, 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 data, please refer to Appendix E of the U.S. PIAAC technical report. (NCES 2019-224). |
11/20/2019 |
| NCES 2019179 | Adult Literacy in the United States
Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of English literacy and describes how they differ by nativity status and race/ethnicity. PIAAC is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults' education, work experience, and other background characteristics. In the United States, when the study was conducted in 2011–12 and 2013–14, respondents were first asked questions about their background, with an option to be interviewed in English or Spanish, followed by a skills assessment in English. Because the skills assessment was conducted only in English, all U.S. PIAAC literacy results are for English literacy. This Data Point focuses on the following two questions:
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7/2/2019 |
| WWC ADLIT681 | Prentice Hall Literature (1989-2005)
Prentice Hall Literature (1989–2005) is an English language arts curricula designed for students in grades 6–12 that focuses on building reading, vocabulary, literary analysis, and writing skills. After reviewing the research on Prentice Hall Literature (1989–2005), 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 (2007–2015), 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 (2007–2015) is an English language arts curricula designed for students in grades 6–12 that focuses on building reading, vocabulary, literary analysis, and writing skills. Based on the research, the WWC found Prentice Hall/Pearson Literature (2007–2015) 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 (2007–15) 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 3–8 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 |
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