Researchers in science education lacks valid and reliable instruments to assess students' "disciplinary" and "epistemic" reading of scientific texts. The main purpose of this study was to develop and validate a Reading in Science Holistic Assessment (RISHA) to assess students' holistic reading of scientific texts. RISHA…

A collaborative partnership was developed within a school division, inner-city school and nearby daycare to provide an intervention program for children in nursery school and kindergarten known to be at-risk for school success. The plan was to offer an additional half-day of programming focused on a whole-child vision including language, literacy,…

This article examines the efficacy of the implementation of a program titled Consensus Initiative [pseudonym] in an urban school district that served 20,000 linguistically, economically, and racially diverse students situated in the northeast region of the United States. Using a research derived ecological framework from the school reform…

Others' success can be a powerful motivation to innovate, which sometimes means finding new ways to return to beneficial activities. Finland's academic success has prompted many to explore that country's policies and practices, particularly regarding providing opportunities for children to enjoy more unstructured play.

The purpose of this study was to explore sustainability of social conditions and achievement outcomes in six full-service community schools (FSCSs) in two districts (Tulsa and Union Public Schools) associated with the Tulsa Area Community Schools Initiative (TACSI). Three questions guided the inquiry: How has TACSI changed over the last 9 years?…

Examined through the lens of leadership, were the behaviors of a principal as perceived by stakeholders. The following themes emerged: (1) Educating the Whole Child, with the subthemes: (a) providing basic needs; (b) academic interventions based on achievement data; (c) an emphasis on reading; (d) extended academic time; and (e) relationships; and…

One critical issue with cognitive diagnostic assessment (CDA) lies in its lack of research evidence that shows how diagnostic feedback from CDA is interpreted and used by young students. This mixed methods research examined how holistic diagnostic feedback (HDF) is processed by young learners with different profiles of reading skills, goal…

Purpose: Given the recent push to increase children's physical activity levels through whole-of-school approaches, the relationship between physical activity and academic achievement has received much attention. Therefore, this study sought to understand the relationship between academic achievement and healthy school transformations in urban…

Background: An intervention was designed that combined physical activity with learning activities. It was based upon evidence for positive effects of moderate to vigorous physical activity (MVPA) on academic achievement. The aim of this study was to describe the program implementation and effects on academic achievement after 1?year. Methods:…

This study examines the relations among the classroom literacy environment, children's interest and engagement in literacy activities, and children's early reading skills in a sample of 167 children aged 4 and 5 years enrolled in 31 Head Start classrooms. Researchers rated the classroom literacy environment. Teachers reported on children's…

This one-year exploratory case study attempted to discern which adjustments in culture, physical classroom environment, and instruction were needed to improve reading instruction in ailing K-2 classrooms at Lion Elementary School. A holistic approach was created to diagnose the problem surrounding poor early reading achievement. After proper…

The Michigan Education Assessment Program (MEAP) has developed both formal and informal reading assessments reflecting current reading theory. A test development committee created a MEAP blueprint of four elements: constructing meaning, knowledge about reading, attitudes and self-perceptions, and topic familiarity. Includes two references. (MLH)

Addresses the need to include all available data (physical, environmental, language, cognitive, affective, and educational correlates of reading) to evaluate students' reading strengths and weaknesses. Argues that this holistic approach makes the assessment of reading skills efficient and avoids test replication. (RS)

Describes alternative assessment approaches that provide important information about students with reading difficulties. Criticizes the medical or diagnostic/prescriptive approach to diagnosis. Presents a four-step diagnostic process derived from the holistic/wellness model. (HB)

Follows up the author's April 1999 article in this same journal, which described how her teaching improved when she decided not to focus on the minimal competency test for Texas. Quantifies ways her students became better readers and reports on the high pass rate of those very students on the reading section of the Texas Assessment of Academic…