The report of the national response to intervention (RTI) evaluation study, conducted during 2011-2012, was released in November 2015. Anyone who has read the lengthy report can attest to its complexity and the design used in the study. Both these factors can influence the interpretation of the results from this evaluation. In this commentary, we…

In critiquing our paper on "The literacy performance of ex-Reading Recovery students between two and four years following participation in the program: Is this intervention effective for students with early reading difficulties?", Schwartz argues that we have engaged in pursuing political and ideological agendas as part of our ongoing…

The Response to Intervention initiative is in danger of failing and being thrown on the ash heaps of countless education reform initiatives, but not because it is poorly structured, rather on account of poor implementation. Among the implementation mistakes are seven that can be watched for and avoided. (Contains 3 tables.)

Describes a framework, or process, for determining the value of a reading/language arts program--a model for program evaluation. (MG)

Authors of skills management systems may have misinterpreted and misapplied Benjamin Bloom's theory of mastery learning in developing their systems for teaching reading. Skills management procedures are inconsistent with Bloom's theory in the areas of management, learning tasks, skills hierarchy, and instructional methods. In addition, the four…

Discusses different types of reading program evaluation. (FL)

A school administrator sets forth lessons he learned in the course of evaluating reading programs. (FL)

Identifies three aspects of educational significance as important areas for teacher participation in the evaluation of innovative reading programs: the establishment of performance standards, the specification of program cost, and the evaluation of noncognitive benefits. (FL)

Most of the federal government's support of disadvantaged young children has come through Head Start and Chapter 1 programs. Chapter 1 has mainly been used for pull-out remedial reading and mathematics programs in the elementary grades. The National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) is…

Describes a schoolwide project designed to enhance independent reading at home and at school. Provides a description of the planning, implementation, and evaluation of the project. Offers suggestions for others who may have an interest in the initiative or who may wish to replicate the project. (MG)

A study examined how knowledgeable school administrators are about reading programs in their schools and if they are "doing what they are supposed to be doing." Subjects were administrators of 20 elementary schools who completed a 10-page questionnaire entitled "Reading Survey for Administrators." Results indicated that all…

Describes steps that should be followed in building a reading program that meets students' needs and provides effective instruction in developmental, corrective, and remedial reading: (1) establishing desired skills, (2) undertaking a program of pupil evaluation, (3) initiating an appropriate teaching strategies curriculum, and (4) conducting…

Suggests that the teaching staff must play a major part in the evaluation of a school reading program and outlines a program for implementing this idea. Contains a scale for program evaluation. (FL)

Describes an evaluation model used to assess the effectiveness of a reading and study skills program at Washington State University, then suggests how it can be used in other reading and study skills centers.(FL)

Describes the reading styles of a group of first graders. Explains how mumbling reading gradually develops into silent reading. Provides an overview of the Project on Mumbling Reading and evaluates its effectiveness. Claims that more information is still needed for the development of silent reading and provides strategies to encourage the use of…