Reading first impact study
Author | : |
Publisher | : |
Total Pages | : 12 |
Release | : 2008 |
Genre | : Academic achievement |
ISBN | : |
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Author | : |
Publisher | : |
Total Pages | : 12 |
Release | : 2008 |
Genre | : Academic achievement |
ISBN | : |
Author | : Beth C. Games |
Publisher | : |
Total Pages | : 209 |
Release | : 2009 |
Genre | : Educational accountability |
ISBN | : 9781617285752 |
Author | : Beth C. Games |
Publisher | : |
Total Pages | : 187 |
Release | : 2009 |
Genre | : Educational accountability |
ISBN | : 9781607415299 |
This book presents findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government's $1.0 billion-per-year initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (P.L. 107-110) established Reading First (Title I, Part B, Subpart 1) and mandated its evaluation. This evaluation is being conducted by Abt Associates and MDRC with RMC Research, Rosenblum-Brigham Associates, Westat, Computer Technology Services, DataStar, Field Marketing Incorporated, and Westover Consulting under the oversight of the U.S. Department of Education, Institute of Education Sciences (IES). The present book is the first of two; it examines the impact of Reading First funding in 2004-05 and 2005-06 in 17 school districts across 12 states and one state-wide program (18 sites). The book examines program impacts on students' reading comprehension and teachers' use of scientifically based reading instruction.
Author | : |
Publisher | : |
Total Pages | : 0 |
Release | : 2009 |
Genre | : Educational accountability |
ISBN | : 9781608768912 |
This book presents findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government's one billion dollar per year initiative to help all children read at or above grade level by the end of third grade.
Author | : |
Publisher | : |
Total Pages | : 12 |
Release | : 2008 |
Genre | : Academic achievement |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 0 |
Release | : 2008 |
Genre | : Academic achievement |
ISBN | : |
Author | : Beth C. Gamse |
Publisher | : |
Total Pages | : 232 |
Release | : 2008 |
Genre | : |
ISBN | : |
This report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 established Reading First (RF) and mandated its evaluation. This report examines the impact of Reading First funding on 248 schools in 13 states and includes 17 school districts and one statewide program for a total of 18 sites. The study includes data from three school years: 2004-05, 2005-06 and 2006-07. Key findings include: (1) Reading First produced a positive and statistically significant impact on amount of instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension) in grades one and two; (2) Reading First produced positive and statistically significant impacts on multiple practices that are promoted by the program, including professional development in scientifically based reading instruction (SBRI), support from full-time reading coaches, amount of reading instruction, and supports available for struggling readers; (3) Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three; and (4) Reading First produced a positive and statistically significant impact on decoding among first grade students tested in one school year (spring 2007). Findings are generally consistent with findings presented in the study's Interim Report. Although the study finds, on average, that after several years of funding, the Reading First program has a consistent positive effect on reading instruction yet no statistically significant impact on student reading comprehension, findings based on exploratory analyses do not provide consistent or systematic insight into the pattern of observed impacts. Following the executive summary, detailed information is supplied in three sections: (1) Overview of the Reading First Impact Study; (2) Impact Findings; and (3) Exploratory Analyses of Variations in Impacts and Relationships Among Outcomes.) Seven appendixes are included: (1) State and Site Award Data; (2) Methods; (3) Measures; (4) Confidence Intervals; (5) Analyses of Impacts and Trends Over Time; (6) Analysis of Student Exposure to Reading First; and (7) Subgroup Analyses. (Contains 164 footnotes and 90 exhibits.) [For the interim summary of this study, see ED501219. For the full interim report, see ED501218. For the final summary of this report, see ED503345.].
Author | : National Reading Panel (U.S.) |
Publisher | : |
Total Pages | : 500 |
Release | : 2000 |
Genre | : English language |
ISBN | : |
Author | : Martha O. Parkis |
Publisher | : Nova Science Publishers |
Total Pages | : 235 |
Release | : 2009 |
Genre | : Educational accountability |
ISBN | : 9781613243602 |
Author | : Margaret J. Snowling |
Publisher | : John Wiley & Sons |
Total Pages | : 922 |
Release | : 2013-04-22 |
Genre | : Psychology |
ISBN | : 1118712307 |
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field