Skip Navigation

Search Results: (16-30 of 76 records)

 Pub Number  Title  Date
NCES 2012001 Digest of Education Statistics, 2011
The 47th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
6/13/2012
REL 20124010 An Investigation of the Impact of the 6+1 Trait® Writing Model on Grade 5 Student Writing Achievement
Reading, writing, and arithmetic have long been considered the foundation, or “basics,” of education in the United States. Writing skills are important for an increasing number of jobs. Poor writing skills are a barrier to hiring and promotion for many individuals, and remediation of problems with writing imposes significant operational and training costs on public and private organizations. Writing is also important for the development of reading skills and can improve learning in other academic content areas. In response to the perceived neglect of writing in U.S. education, the National Commission on Writing proposed a set of recommendations for making writing a central element in school reform efforts. These concerns were echoed in regional needs assessment studies conducted by Regional Educational Laboratory (REL) Northwest, in which educators in the region placed a high priority on writing and literacy education.
12/14/2011
WWC IRLST11 Student Team Reading and Writing
Student Team Reading and Writing is an integrated approach to reading and language arts for young adolescents. The program includes cooperative learning classroom processes that integrate reading, writing, and language arts instruction combined with a literature anthology for high-interest reading material. The WWC reviewed four studies that investigated the effects of student team reading and writing programs on improving adolescent literacy. Two studies were quasi-experimental designs that meet WWC evidence standards with reservations. The first study examined 3,986 students in five schools, and the second looked at 1,223 students in six schools in urban districts in Maryland. Based on these two studies, the WWC found student team reading and writing programs to have potentially positive effects on comprehension and no discernible effects on general literacy achievement for adolescent learners.
11/15/2011
WWC IRALGB11 Intervention Report: Great Books
Great Books is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry method of learning. The program includes both oral and written activities designed to help students think and talk about the multiple meanings of texts. Great Books reading selections are collections of traditional and modern literature. This report focuses on Great Books programs for reading in grade 4 and higher. The WWC identified 36 studies of Great Books for adolescent learners that were published or released between 1989 and 2010. Five studies are within the scope of the Adolescent Literacy review protocol but do not meet WWC evidence standards. Thirty-one studies are outside the scope of the Adolescent Literacy review protocol. No studies of Great Books that fall within the scope of the Adolescent Literacy review protocol meet WWC evidence standards; meaning that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Great Books on adolescent learners.
7/6/2011
NCES 2011015 Digest of Education Statistics, 2010
The 46th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
4/5/2011
WWC IRALCI10 Cooperative Integrated Reading and Composition
Cooperative Integrated Reading and Composition is a reading and writing program for students in grades 2 through 6. It has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. Based on its review of the research, the WWC found Cooperative Integrated Reading and Composition to have potentially positive effects on comprehension and general literacy achievement for adolescent learners.
8/31/2010
REL 2010091 Are Texas' English Language Arts and Reading Standards College Ready?
This study compares alignment of the ACT and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for grades 9-12 and analyzes their cognitive complexity. It finds that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards and that the TEKS ELAR standards demand higher levels of cognitive complexity than do the other two standards sets.
8/30/2010
WWC IRSLDAP10 Alphabetic Phonics
Alphabetic Phonics is an ungraded, multisensory curriculum distributed by School Specialty Intervention that teaches the structure of the English language and can be taught to individuals or small groups of elementary or secondary school students. This phonetic program teaches reading, handwriting, spelling, verbal and written expression, and comprehension by simultaneously engaging students in visual, auditory, and kinesthetic learning. The What Works Clearinghouse review of the research on Alphabetic Phonics for students with disabilities identified 13 studies that were published or released between 1989 and 2009. No studies that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Alphabetic Phonics for students with learning disabilities.
7/1/2010
WWC IRSLDPR10 Project Read Phonology
Project Read is a multisensory language arts curriculum designed for use in a classroom or group setting. Two main objectives of the program are to use language in all its forms, and to use responsive instruction rather than preplanned textbook lessons. The program emphasizes direct instruction, and lessons move from letter-sounds to words, sentences, and stories. The What Works Clearinghouse review of the effectiveness research on Project Read identified one study that falls within the scope of the Students with Learning Disabilities review protocol that meets WWC evidence standards, and presents sufficient outcome data to allow the WWC to make a determination of the effectiveness of Project Read® Phonology. The study included 66 students with learning disabilities in kindergarten through grade 4 from five school districts. The Clearinghouse review found Project Read Phonology to have no discernible effects on general reading achievement for students with learning disabilities.
7/1/2010
WWC IRSLDWR10 Wilson Reading System
The Wilson Reading System is a reading and writing program developed by Barbara Wilson and distributed by Wilson Language Training. It provides a curriculum for teaching reading and spelling to individuals of any age who have difficulty with written language. The What Works Clearinghouse review of the research on the Wilson Reading System for students with learning disabilities identified 28 studies that were published or released between 1989 and 2009. No studies of the Wilson Reading System that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness of ineffectiveness of the Wilson Reading System on students with learning disabilities.
7/1/2010
WWC IRSLDOG10 Orton-Gillingham-based Strategies
Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels. Teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. The approach targets persons with the kinds of language processing problems (reading, spelling, and writing) associated with dyslexia.The What Works Clearinghouse review of the research on unbranded Orton-Gillingham-based strategies for students with learning disabilities identified 31 studies that were released between 1989 and 2009. No studies that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of unbranded Orton-Gillingham-based strategies for students with learning disabilities.
7/1/2010
WWC IRSLDHM10 Herman Method
The Herman Method teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. The What Works Clearinghouse review of the research on the Herman Method for students with disabilities identified four studies that were published or released between 1989 and 2009. No studies that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the Herman Method for students with learning disabilities.
7/1/2010
WWC IRSLDBR10 Barton Reading & Spelling System
The Barton Reading & Spelling System is a one-to-one tutoring system designed to improve the reading, writing, and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. The program is divided into ten levels, each with 10 to 15 lessons that cover the methods and sequence of teaching reading, spelling, and writing. The What Works Clearinghouse review of the research on the Barton Reading & Spelling System for students with disabilities identified 13 studies that were published or released between 1989 and 2009. No studies that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the Barton Reading & Spelling System for students with learning disabilities.
7/1/2010
WWC IRALPC10 Project CRISS (Creating Independence through Student-owned Strategies)
Methods designed to improve literacy skills is the focus of the What Works Clearinghouse (WWC) Intervention Report on Project CRISS (CReating Independence through Student-owned Strategies). Project CRISS is a professional development program for teachers that aims to improve reading, writing and learning for 3rd- through 12th-grade students. The WWC reviewed 31 studies on Project CRISS for adolescent learners. Two of these studies meet WWC evidence standards. The two studies are randomized controlled trials and include 2,569 students in grades 4 through 6 who attend public schools in 10 states. Based on these two studies, the WWC found Project CRISS to have potentially positive effects on comprehension for adolescent learners.
6/15/2010
NCES 2010470 NAEP Writing Computer-Based Assessment
This tri-fold brochure provides an overview for participants in the NAEP 2011 Writing CBA at grades 8 and 12.
6/4/2010
<< Prev    16 - 30     Next >>
Page 2  of  6