Publications & ProductsSearch Results: (16-30 of 37 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCEE 20164000 | Evaluation of Response to Intervention Practices for Elementary School Reading
Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1–3 reading in 13 states during the 2011–12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in Grade 1–3 reading was reported by 86 percent of the experienced schools. Fifty-five percent of these schools focused reading intervention services on Grade 1 students reading below grade level, while 45 percent of the schools also provided reading intervention services for Grade 1 students reading at or above grade level. Students who scored just below school-determined benchmarks on fall screening tests, and who were assigned to interventions for struggling readers, had lower spring reading scores in Grade 1 than students just above the threshold for intervention. In Grades 2 and 3, there were no statistically significant impacts of interventions for struggling readers on the spring reading scores of students just below the threshold for intervention. |
11/3/2015 |
| NCES 2015050 | ECLS-K:2011 Restricted-Use Kindergarten-Second Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall and spring second-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file (NCES 2015-049), which focuses on the second-grade rounds of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook (NCES 2013-061) and the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook (NCES 2015-069). |
7/10/2015 |
| NCES 2015077 | Findings From the Second-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall second-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in second grade in the 2012-13 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the fall and spring of second grade are shown, both overall and by selected child and family characteristics. |
5/14/2015 |
| NCES 2015086 | ECLS-K:2011 Public-Use Kindergarten-First Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, and the fall and spring of the 2011-12 school year, when most of the students were in first grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers. |
4/22/2015 |
| NCES 2015070 | ECLS-K:2011 Restricted-Use Kindergarten-First Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten and fall and spring first-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file (NCES 2015-069), which focuses on the first-grade rounds of data collection, and the manual released with the Kindergarten Data File and Electronic Codebook (NCES 2013-061). |
11/7/2014 |
| NCES 2015109 | Findings From the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a first look at the overall first-grade reading, math, and science achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and who advanced to first grade for the 2011-12 school year. The report uses new data from the first-grade rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the fall and spring of first grade are shown, both overall and by selected child and family characteristics. |
11/6/2014 |
| WWC IRLIT68 | Carbo Reading Styles Program
The Carbo Reading Styles Program® is a literacy intervention for students in grades K–12 that aims to meet the individual needs of learners through assessment and tailoring of the instruction to students’ particular reading learning styles. The term “learning styles” refers to the concept that different students may need different instructional approaches. Students’ preferred learning styles are classified as auditory, visual, or kinesthetic (a style in which learning takes place by the student carrying out a physical activity). The intervention uses the Reading Styles Inventory®, which determines a student’s learning style for reading and provides specific teaching recommendations that accommodate that style. Teachers receive training in the implementation of the Carbo Reading Styles Program® and a variety of teaching methods appropriate to the different reading styles of their students. The Carbo Reading Styles Program® can be used in individual and group settings as a primary or supplementary program. This review of the Carbo Reading Styles Program® for Beginning Reading focuses on students in grades K–3. |
10/15/2014 |
| WWC IRL416 | Reading Mastery
The WWC recently reviewed the research on Reading Mastery for beginning readers. The program is designed to provide systematic instruction in reading to students in grades K-6, however, the WWC found no rigorous research that shows it effectiveness for beginning readers. The Reading Mastery teaching routine involves modeling new content, providing guided practice, and implementing individual practice and application. Since the previous WWC report was released in August 2008, the WWC identified an additional 106 studies of Reading Mastery and its effects on beginning readers (grades K-3), bringing the total number of studies reviewed to 166. None of these studies meet WWC evidence standards for quality research. More research is needed to determine if Reading Mastery works for beginning readers. |
11/26/2013 |
| NCES 2013060 | ECLS-K:2011 Restricted-Use Kindergarten Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the User’s Manual for the ECLS-K:2011 Kindergarten Data File and Electronic Codebook (NCES 2013-061) |
7/17/2013 |
| WWC SSRIYC12 | WWC Review of the Report "Increasing Young Children’s Contact with Print During Shared Reading: Longitudinal Effects on Literacy Achievement"
The 2012 study, Increasing Young Children's Contact with Print During Shared Reading: Longitudinal Effects on Literacy Achievement, examined the impact of Project STAR (Sit Together and Read) on the literacy skills of preschool students. Project STAR is a reading program in which teachers read books aloud to their students and encourage them to pay attention to print within storybooks. Researchers randomly assigned 85 preschool classrooms in Ohio to one of three study groups at the start of the 2004-05 or 2005-06 school years: a low-dose intervention group, a high-dose intervention group, and a comparison group. To assess the effects of the program, study authors estimated impacts on four measures of literacy skills—reading, spelling, comprehension, and vocabulary—for up to 366 students from the three study groups one and two years after the intervention, a total of 24 comparisons. Of the 24 comparisons, 20 did not meet WWC evidence standards. There was high attrition of students in the remaining four comparisons, however, the authors demonstrated that the groups were similar before Project STAR was implemented and therefore meet WWC evidence standards with reservations. For those four comparisons, the study found that students in the low-dose group were not significantly different from students in the comparison group on vocabulary, reading, and spelling outcomes at the one-year follow-up. Students in the high-dose group had significantly higher spelling skills than those in the comparison group at the two-year follow-up. |
10/16/2012 |
| WWC IRL614 | The Spalding Method
The Spalding Method, a language arts program for grades K–6, aims to teach spelling, writing, and reading by using explicit, integrated instruction and multisensory techniques. The WWC identified 17 studies that investigated the effects of The Spalding Method on beginning readers that were published or released between 1983 and 2011. None of these studies meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program for beginning readers. More research is needed to determine if the program works for these students. |
10/16/2012 |
| NCES 2012049 | First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11, their overall achievement in reading and mathematics in the fall and spring of kindergarten, and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds. |
7/25/2012 |
| WWC TRLPA12 | Peer-Assisted Learning Strategies
The WWC's report on PALS has been updated to include reviews of 34 studies that have been reviewed since 2007. PALS are peer-tutoring programs that supplement the primary reading curriculum for students in kindergarten through sixth grade. Students in PALS classrooms work in pairs on reading activities intended to improve reading accuracy, fluency, and comprehension. The WWC reviewed a total of 45 studies that investigated the effects of PALS on beginning readers. Two studies are randomized controlled trials that meet WWC evidence standards, and one study is a randomized controlled trial that meets WWC evidence standards with reservations. These three studies included 3,130 beginning readers in kindergarten and first grade in four states. Based on these studies, the WWC found PALS to have potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers. |
5/1/2012 |
| REL 20124009 | Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-up Impact Report and Exploratory Analyses of Kindergarten Impacts
Improving the ability of at-risk children to read and comprehend text has been a high priority in education policy over the last two decades. Low levels of reading achievement have been related to low academic performance. One critical factor in reading achievement is adequate vocabulary knowledge. Children from disadvantaged backgrounds often lack general and academic vocabulary to enable them to acquire knowledge and comprehend text when they learn to read. |
12/6/2011 |
| WWC QRLEPA11 | WWC Quick Review of the Report “The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten”
The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten is a study that examined whether exposure to the vocabulary program Kindergarten PAVEd for Success improved expressive vocabulary of kindergartners. The study analyzed data for nearly 1,300 kindergarten students in 64 schools serving predominantly rural and high poverty youth in the Mississippi Delta region and surrounding areas. At each school, the study followed the achievement of a random sample of 10 students in two randomly selected classrooms. The researchers found that kindergarten students in schools using Kindergarten PAVEd for Success as a supplement to regular literacy instruction performed better on expressive vocabulary than kindergarten students in control schools. The authors reported that students who received Kindergarten PAVEd for Success instruction were one month ahead in vocabulary development at the end of kindergarten compared with students in the control group. The study is a well-implemented randomized controlled trial that meets WWC evidence standards. |
12/6/2011 |
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