Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Phonemic Awareness | 5 |
| Phonics | 5 |
| Reading Comprehension | 5 |
| Reading Fluency | 5 |
| Time on Task | 5 |
| Vocabulary Development | 5 |
| Grade 1 | 4 |
| Reading Achievement | 4 |
| Reading Instruction | 4 |
| Educational Legislation | 3 |
| Grade 2 | 3 |
| More ▼ | |
Author
| Gamse, Beth C. | 3 |
| Jacob, Robin Tepper | 3 |
| Bloom, Howard S. | 2 |
| Kemple, James J. | 2 |
| Abbott, Lindsey | 1 |
| Boulay, Beth | 1 |
| Dornbush, Abby | 1 |
| Giddings, Anne | 1 |
| Horst, Megan | 1 |
| Thomas, Jennifer | 1 |
| Unlu, Fatih | 1 |
| More ▼ | |
Publication Type
| Reports - Evaluative | 3 |
| Dissertations/Theses | 1 |
| Numerical/Quantitative Data | 1 |
| Reports - Descriptive | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Grade 1 | 5 |
| Elementary Education | 4 |
| Grade 2 | 4 |
| Grade 3 | 4 |
| Early Childhood Education | 3 |
| Primary Education | 2 |
| Kindergarten | 1 |
Audience
Location
| Illinois | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 4 |
Assessments and Surveys
| Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Download full textAbbott, Lindsey; Dornbush, Abby; Giddings, Anne; Thomas, Jennifer – Online Submission, 2012
In the action research project report, the teacher researchers found that many kindergarten and first-grade students did not have the reading readiness skills to be reading at their benchmark target. The purpose of the project was to improve the students overall reading ability. The dates of the project began on September 8 through December 20,…
Descriptors: Check Lists, Reading Readiness, Phonemics, Action Research
Peer reviewedGamse, Beth C.; Jacob, Robin Tepper; Horst, Megan; Boulay, Beth; Unlu, Fatih – National Center for Education Evaluation and Regional Assistance, 2008
This document provides an executive summary of "Reading First Impact Study. Final Report. NCEE 2009-4038." The final 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…
Descriptors: Reading Comprehension, State Programs, Federal Legislation, Phonemic Awareness
National Center for Education Evaluation and Regional Assistance, 2009
The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…
Descriptors: State Programs, Federal Legislation, Program Effectiveness, School Personnel
Gamse, Beth C.; Bloom, Howard S.; Kemple, James J.; Jacob, Robin Tepper – National Center for Education Evaluation and Regional Assistance, 2008
This executive summary describes results of the "Reading First Impact Study: Interim Report." The report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child…
Descriptors: Reading Programs, National Programs, Program Effectiveness, Reading Comprehension
Gamse, Beth C.; Bloom, Howard S.; Kemple, James J.; Jacob, Robin Tepper – National Center for Education Evaluation and Regional Assistance, 2008
This report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government 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 (NCLB) established Reading First and mandated its evaluation. This document is…
Descriptors: Reading Programs, National Programs, Program Effectiveness, Reading Comprehension
