The aim of this study was to examine how sign language policies are being implemented in special schools for the Deaf in Zimbabwe. It employed in-depth interviews to solicit data from 29 participants who were four district school inspectors, four educational psychologists, four school heads and 17 grade one to three specialist teachers. Data were…

This study explores the implementation of the engage2Learn program among English as a Second Language (ESL) educators in the Providence Public School District and its impact on student outcomes over three years (2021-2023). Utilizing Grade 1-5 WIDA ACCESS scores, this study examines cohort differences in change in student proficiency levels before…

Despite huge investments in interventions designed to support oral language skills in early childhood and beyond, many of the interventions fail to identify impacts on children's language learning. Programmes may have limited impact because they do not sufficiently succeed in supporting teachers' instructional talk, and thus, more efficiently…

We present findings from a randomized controlled trial of "Descubriendo la Lectura" (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school's lowest performing…

RMC Research used a case study approach to document implementation of "Imagine Language & Literacy" and a correlational design to examine the relationship between student program usage and student academic achievement outcomes for students in grades K-2. "Imagine Language & Literacy" is a digital education program…

The "Examining Implementation and Outcomes of the Project On-Track High-Dosage Literacy Tutoring Program" study describes the characteristics of students who participated in a full year of Project On-Track, a high-dosage, small-group literacy tutoring program for students in grade 1-3. Its online adaptive program, Amplify Reading, groups…

Getting it Right from the Start (GIRFTS) is a research study that aims to implement a response to intervention (RTI) framework in early primary school (Foundation and Grade 1) to improve oral language and reading. RTI is a multi-tiered conceptual framework that supports student learning through delivery of high-quality classroom instruction, early…

School districts in northeastern Tennessee have had persistently low proficiency rates in grade 3 English language arts, which were exacerbated by disruptions in schooling due to the Covid-19 pandemic. In response, the Niswonger Foundation, a technical assistance provider that supports these districts, developed Project On-Track, a high-dosage,…

A new reading can lose effectiveness if not implemented consistently by all teachers. The purpose of this study was to understand how first grade teachers perceived implementation of the Core Knowledge Language Arts (CKLA)reading program and what challenges they encountered when using the program. Three research questions were explored in the…

Using a low inference observation instrument, we investigated the effect of an ongoing, intensive, and structured virtual professional development [VPD] on fidelity of implementation across conditions in a randomized control trial validation study implemented in seven Texas school districts. The observations were collected three time in the…

The purpose of this article is to highlight and discuss the strategies used to diffuse and manage a primary ELT innovation in Greece, strategies that proved essential for developing stakeholders' acceptance and ownership of the innovation, thereby facilitating its further development and sustainability. The PEAP Programme, launched in 2010,…

This article presents the lighthouse literacy strategies model using the concentrated language encounter (CLE) approach that has been successfully replicated in many countries in different languages and cultures. A review of CLE research studies and the project implementation in Thailand showed highly significant results in students' literacy…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This fifth short report in a series highlighting findings from the Study of…

There is limited research demonstrating Direct Instruction (DI) as an effective reading comprehension intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Previous research has shown that DI, when portions of the program were implemented, resulted in increased skills (Flores & Ganz, 2007; Flores…