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Blankenbeckler, Corrie – Global Education Review, 2020
Mother-tongue or first language (L1)-based multilingual education programs are necessarily complex and may require a more nonlinear approach to program design. These programs operate within and act upon a range of psycholinguistic, sociolinguistic, and sociopolitical issues that include language structure and literacy assessment, language policy…
Descriptors: Program Design, Difficulty Level, Native Language, Multilingualism
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Stern, Jonathan M. B.; Piper, Benjamin – RTI International, 2019
This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development-funded large-scale international education interventions in low-…
Descriptors: Early Childhood Education, Elementary School Students, Reading Programs, Program Design
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Grindal, Todd; Nunn, Stephanie; Wei, Xin; Boyce, Jared; Chow, Kirby – Grantee Submission, 2020
This project took place at four Montana middle and high schools in three rural settings located across the state. Study participants included students and teachers located in four middle and high schools. Each of the schools had large percentages of struggling readers, American Indian students, English learners, and low-income students. Comparison…
Descriptors: Middle Schools, High Schools, Rural Schools, School Turnaround
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Ruzgar, M. Emir; Babadogan, Cem – Eurasian Journal of Educational Research, 2017
Purpose: International exam scores of Turkish students, specifically of Project for International Student Achievement, attest that the level of comprehension of Turkish students is not satisfactory. Learning styles can be of use to schools in designing reading programs and materials to help Turkish students to improve their reading achievement.…
Descriptors: Cognitive Style, Reading Comprehension, Measures (Individuals), Foreign Countries
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Ebadi, Saman; Saeedian, Abdulbaset – Teaching English with Technology, 2016
Dynamic Assessment (DA) is a postmodern notion in testing which sees instruction and assessment as inextricably mingled contending that learners will progress if provided with dynamic interactions. The main purpose of the study is to see if the scores generated by the computerized dynamic assessment (C-DA) which is grounded in Vygotsky's…
Descriptors: Instructional Design, Second Language Learning, Second Language Instruction, Postmodernism