Search Results: (31-37 of 37 records)
|REL 20104014||The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten
The study, The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten, found that the 24-week K-PAVE program had a significant positive impact on students' vocabulary development and academic knowledge and on the vocabulary and comprehension support that teachers provided during book read-alouds and other instructional time.
K-PAVE is designed to build children's vocabulary and comprehension skills, oral language skills, and enhance teacher-child relationships. K-PAVE is one of only a few kindergarten-age-appropriate vocabulary interventions and the only intervention with teacher training materials. An existing preschool version of K-PAVE had already demonstrated some evidence of positive effects from an impact study.
The K-PAVE intervention group included 64 schools, 128 kindergarten classrooms and teachers, and 1,296 kindergarten students (596 treatment and 700 control students).
|WWC 20104038||Improving Reading Comprehension in Kindergarten Through 3rd Grade
The purpose of the Practice Guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" is to help teachers, reading coaches, principals, and other educators successfully improve reading comprehension for young readers. This guide focuses on reading comprehension abilities that may be taught specifically to students in kindergarten through 3rd grade. Specifically, it focuses on three areas that current research on reading indicates are critical to building a young student’s capacity to comprehend what he or she reads: knowledge and abilities required specifically to comprehend text, thinking and reasoning skills, and motivation to understand and work toward academic goals. This guide includes five recommendations that the panel believes are a priority to implement: (1) Teach students how to use reading comprehension strategies; (2) Teach students to identify and use the text's organizational structure to comprehend, learn, and remember content; (3) Guide students through focused, high-quality discussion on the meaning of text; (4) Select texts purposefully to support comprehension development; and (5) Establish an engaging and motivating context in which to teach reading comprehension. Each recommendation includes a summary of supporting research, implementation strategies, and potential roadblocks and solutions.
|NCEE 20104036||Study of Teacher Preparation in Early Reading Instruction
The study collected data from a sample of 2,237 pre-service teachers attending a nationally representative sample of 99 institutions that prepare teachers for initial certification. Pre-service teachers completed a survey with items about the emphasis within their coursework and their exposure through field experiences to the essential components of reading instruction, as defined in the Reading First legislation (phonemic awareness, phonics, vocabulary development, reading fluency, and reading comprehension strategies). The pre-service teachers also took an assessment of their knowledge of the essential components. The study administered the survey and assessment in the spring and summer of 2007, which represented the end of the sampled pre-service teachers' training programs. The study found that:
|WWC IRECELL10||Ladders to Literacy
Ladders to Literacy is a supplemental early literacy curriculum composed of more than 70 activities designed to develop children's print/book awareness, metalinguistic awareness, and oral language skills. Based on its review of the research, the WWC found Ladders to Literacy to have potentially negative effects on oral language and no discernible effects on print knowledge, phonological processing, and math for preschool children.
|WWC IRELLRW10||WWC Reviews Research on Read Well for English Language Learners
This is an updated Intervention Report in the English Language Learners topic area on Read Well, a reading curriculum for kindergarten and first-grade students whose goal is to increase students' literacy abilities. The program provides instruction in phonemic awareness, phonics, vocabulary, comprehension, and fluency. The WWC reviewed five studies that investigated the effects of Read Well on English language learners. One study meets WWC evidence standards. This study included 34 first-grade English language learner students from a school in rural Colorado. Based on this study, the WWC found Read Well to have no discernible effects for reading achievement and potentially positive effects for English language development.
|WWC IRLDVR10||Voyager Reading Programs
This What Works Clearinghouse Intervention Report assesses existing research on three Voyager reading programs. The three programs are Voyager Passport, a supplemental reading intervention system for students in grades K-5, Voyager Passport Reading Journeys, a reading intervention program designed for adolescents who struggle with reading, and Voyager Universal Literacy System, a K-3 reading program. The Clearinghouse reviewed 44 studies of Voyager reading programs for students with learning disabilities that were published or released between 1989 and 2009 and concluded that no studies of these three Voyager reading programs that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. Therefore, conclusions may not be drawn based on research about the effectiveness or ineffectiveness of the Voyager reading programs on students with disabilities.
|WWC IRBRSF09||Intervention: Success for All
Success for All (SFA)® is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates.
This intervention report focuses on the reading component of SFA®, which is often implemented in the context of the SFA® whole-school reform program. Although the whole-school reform program has key components that are implemented in each school, school sites may vary considerably in the number of personnel used to implement SFA®, particularly tutors and family support staff. The reading curricula are essentially the same at all schools, with each school receiving the same training, coaching support, and materials. Ratings presented in this report are not disaggregated by the variations in implementation of whole-school reforms.
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