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Hee Jin Bang; Eric Setoguchi – Age of Learning, Inc., 2025
This report focuses on a 2023-2024 implementation of "My Reading Academy" at Epic Charter Schools in Oklahoma. "My Reading Academy" was first used with a small pilot group of students and educators at the charter school network in school year 2022-2023, and based on the initial positive results, the implementation of the…
Descriptors: Reading Achievement, Achievement Gains, Charter Schools, Reading Programs
Amber Wright; David MacKay; Stephanie Su – Utah State Board of Education, 2024
The Early Interactive Software Program (EISP) was designed to increase the literacy skills of all students in K-3 through adaptive computer-based literacy software. Eleven software vendors were selected by schools and qualified by the state to provide reading software programs through the EISP in 2023-2024. The vendors used during the school year…
Descriptors: Computer Assisted Instruction, Computer Software, Early Childhood Education, Reading Instruction
Allan Porowski; Supriya Tamang; John Westall; Kyla Brown; Megan Bogia – Regional Educational Laboratory Pacific, 2024
The Commonwealth of the Northern Mariana Islands Public School System requested a systematic review of Tier 2 literacy interventions for students in grades K-3. This review defines a Tier 2 literacy intervention as a supplemental instructional program for students who require support in addition to the Tier 1 core reading program. Of the 267…
Descriptors: Elementary School Students, Primary Education, Special Education, Response to Intervention
Colleen E. Whittingham; Paola Pilonieta; Erin K. Washburn – Reading Teacher, 2024
Evidence-based core instruction partnered with evidence-based supplemental interventions are vital for students' literacy learning, particularly for students who need additional support (Petscher et al., 2020). Identifying instructional materials that reflect the translation of effective practices is challenging, (Solari et al., 2020) and made…
Descriptors: Evidence Based Practice, Intervention, Literacy Education, Special Needs Students
Curtis Jones; Marlo Reeves; Dongmei Li – School Community Journal, 2023
Future Forward is an early elementary literacy program which, through a family-school-community partnership approach, integrates one-on-one tutoring and family engagement to support literacy development at school and at home. In the 2020-21 school year, as part of an Education Innovation and Research (EIR) Mid-Phase grant, the impact of a modified…
Descriptors: Program Implementation, COVID-19, Pandemics, Emergent Literacy
Bethanie C. Pletcher; Tracy Harper – Texas Association for Literacy Education Yearbook, 2023
The Texas A&M University System recently developed six quality standards for educator preparation programs, the Texas A&M Quality Standards for Educator Preparation, that are to be implemented and met by all system schools. These standards are: quality of selection of teacher candidates; quality of content knowledge and teaching methods;…
Descriptors: Academic Standards, Teacher Education, Field Experience Programs, Field Instruction
Ashley Jochim; Eupha Jeanne Daramola; Morgan Polikof – Center on Reinventing Public Education, 2023
Concern about the state of literacy instruction in America's classrooms has recently exploded. As a result, policymakers, school system leaders, and teachers have increasingly sought to remake how children learn to read in order to improve literacy outcomes--a pursuit that has gained heightened urgency in the aftermath of the pandemic. This work,…
Descriptors: Literacy Education, Tutors, Reading Instruction, Educational Change
Kotas, Jacqueline; Bridi, Julia; Garrity, Sarah M. – Journal of Early Childhood Literacy, 2023
Using data from a 2-year empirical project in an urban school within the United States, this article describes how educators of preschool, transitional-kindergarten and kindergarten (PreK-TK-K) altered perceptions and practices as a result of participating in a purposefully crafted professional learning community using collaborative enquiry.…
Descriptors: Preschool Teachers, Kindergarten, Urban Schools, Teacher Attitudes
García, Georgia Earnest; Lang, María G. – Bilingual Research Journal, 2023
In this longitudinal, qualitative case study, critical pedagogical and sociocultural perspectives were employed to analyze the language and literacy strengths, challenges, inequities, and gentrification issues that characterized the first three years of a two-way, 50-50 Spanish-English dual-language (DL) program's implementation, and how the DL…
Descriptors: Longitudinal Studies, Bilingual Education Programs, Spanish, English (Second Language)
de la Rie, Sanneke; van Steensel, Roel; van Gelderen, Amos; Severiens, Sabine – Education Sciences, 2021
It is hypothesized that variability found in the effects of family literacy programs results from differences in implementation by parents. In this study, the implementation and effects of a Dutch program were examined in a sample of 207 kindergarteners (mean age at pre-test: 64 months). No main intervention effects on children's literacy…
Descriptors: Family Literacy, Literacy Education, Family Programs, Kindergarten
Jackie E. Relyea; Dennis Davis; Corrie Dobis; Becky Huang; Courtney Samuelson – Journal of Educational Research, 2025
This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…
Descriptors: Multilingualism, English (Second Language), Second Language Learning, Second Language Instruction
Glass, Angela – ProQuest LLC, 2018
Early identification and intervention for struggling readers increased the likelihood of students identified as proficient; ultimately leading to future success. The researcher sought to evaluate the Leveled Literacy Intervention (LLI) program in a Midwest urban school district, to help close the achievement gap between students' reading levels…
Descriptors: Fidelity, Program Implementation, Identification, Grade 2
Baumgartner, Erin; Thrash, Courtney – Houston Education Research Consortium, 2021
Wide variation exists with respect to how Literacy by 3 is implemented. Though the Literacy by 3 program has been in the Houston Independent School District (HISD) since the 2014-2015 school year, there remains wide variation with respect to which aspects of Literacy by 3 are implemented in classrooms and to what extent the practices are utilized.…
Descriptors: Teacher Attitudes, Literacy Education, Classroom Techniques, Models
Call, Todd; Throndsen, Jennifer; Nielsen, Darin; Norman, Patty – Utah State Board of Education, 2019
Utah Preparing Students Today for a Rewarding Tomorrow (UPSTART) is a home-based computer preschool program developed and provided by the Waterford Institute to prepare young children for school entry and future academic success. The Evaluation and Training Institute (ETI), has prepared this report for the Utah State Board of Education (USBE) to…
Descriptors: Preschool Education, Emergent Literacy, Preschool Children, Grade 1
Paulina Yourupi-Sandy; Joyminda George – Region 18 Comprehensive Center, 2024
The Federated States of Micronesia National Department of Education (FSM NDOE) requested support from the Region 18 Comprehensive Center (R18CC) to build National and State-level knowledge of effective practices in bilingual and multilingual education. This scan offers an overview of evidence-based practices for implementing and evaluating the…
Descriptors: Bilingual Education, Multilingualism, Evidence Based Practice, Teacher Effectiveness