This document provides information about Wyoming Test of Proficiency and Progress (WY-TOPP) English Language Arts (ELA/comprehension) performance rates for each of the eight Fremont County school districts. This information is intended to help the Wyoming Department of Education (WDE) and the Region 11 Comprehensive Center develop and implement a…

Strategic Reading and Writing (SRW) is a reading and writing intervention course available to sixth- through tenth-grade students in the Houston Independent School District (HISD) who did not meet Grade Level standards on the State of Texas Assessments of Academic Readiness (STAAR) grades 3-8 reading the previous school year or who fell below the…

Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in…

We conducted a meta-analysis of 28 studies comprising 39 samples to ask the question, "What is the magnitude of the association between various baseline child cognitive characteristics and response to reading intervention?" Studies were located via literature searches, contact with researchers in the field, and review of references from…

From October 2006 to June 2011, the Ohio Department of Youth Services (ODYS) implemented Scholastic's Read 180 program in the seven DYS high schools. Read 180, a daily 90-minute structured reading program, is composed of five components -- whole group, individualized learning, computer activities, small group, and wrap up. The program was offered…

The San Diego Unified School District Striving Readers Project aims to work within the research base on adolescent literacy to conceptualize, describe and apply the elements of effective teaching and professional development with the goal of increasing the literacy achievement of struggling adolescent readers. Since the inception of the Striving…

The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers' reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international…

This report summarizes the results of the Newark, New Jersey, Striving Readers program for project Years 1, 2, 3, 4, and 5. This report updates one analysis (3 years); the remainder of the impacts and implementation findings are for Year 4. The Striving Readers Grant addresses the unmet needs of middle school students reading 2 or more years below…

The purpose of this evaluation of Scholastic's "System 44" conducted by RMC Research was to expand the existing research on students with learning disabilities by conducting a randomized study of struggling readers with approximately half of the sample comprised of students with learning disabilities. Specifically, this evaluation…

Scholastic's "System 44" is a foundational reading program intended for older struggling readers who have not mastered basic phonics and decoding skills. Combining researched-based phonics instruction with adaptive technology, "System 44" is designed to improve students' word reading accuracy, fluency, and comprehension. The…

There is abundant evidence that schools with strong reading programs have successful students. But building strong reading skills is a complex task, particularly by the time students reach the middle grades. A survey was conducted that involved all Indiana middle grades schools in May 2009. Two types of data analysis were utilized in preparing the…

The effect of reading remediation that emphasized phonetic decoding was investigated in 61 children with pure reading disorders, controlling for the influence of nonspecific treatment effects. The children were randomly assigned to receive instruction in reading or in other subjects for four months; and they were reevaluated immediately after, two…

This 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 level by the end of third grade. The No Child Left Behind Act of 2001 established Reading First (RF) and mandated its…

In this article, we describe the development of a technology-based intervention program for older struggling readers. Developed over several years, this program was based on a theoretical understanding of reading acquisition. In addition, it capitalized on pedagogical principles that can be enhanced through the use of integrated media. The end…

A study examined the effectiveness of an integrated language arts instructional format for teaching reading compared with the effectiveness of the typical traditional reading program. The study investigated the effectiveness of approaches that are representative of both viewpoints of the reading process (i.e., word recognition and the construction…