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James S. Kim; Mary A. Burkhauser; Laura Mesite; Catherine Asher; Jackie Eunyung Relyea; Jill Fitzgerald; Jeff Elmore – Grantee Submission, 2020
This study investigated the effectiveness of the Model of Reading Engagement (MORE), a content literacy intervention, on first graders' science domain knowledge, reading engagement, and reading comprehension. The MORE intervention emphasizes the role of domain knowledge and reading engagement in supporting reading comprehension. MORE lessons…
Descriptors: Reading Fluency, Elementary School Students, Emergent Literacy, Reading Tests
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Harmey, Sinéad J.; Rodgers, Emily M. – Journal of Education for Students Placed at Risk, 2017
We used mixed methods to examine differences in the early writing development of children, identified as at risk of literacy difficulties, in the context of Reading Recovery (RR). From an extant dataset of 24 children, we identified those who made fast progress (n = 6) and those who did not (n = 8). We studied change over time in the sources of…
Descriptors: Elementary School Students, Grade 1, Emergent Literacy, Writing Skills
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Goldstein, Jessica; McCoach, D. Betsy; Yu, HuiHui – Journal of Educational Research, 2017
Recent federal investments in early childhood assessment systems are the result of a national need for developmentally appropriate, psychometrically sound instruments to monitor young children and evaluate the effectiveness of their learning programs. In this paper, we examined the association between teachers' perceptions of their students at the…
Descriptors: Kindergarten, School Readiness, Early Childhood Education, Teacher Attitudes
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Hallinger, Philip; Lu, Jiafang – School Leadership & Management, 2014
Over the past 30 years, school principals have been exhorted to articulate a clear vision as a key tool for stimulating the improvement of teaching and learning in their schools. Over the past decade, as school systems have sought to distribute leadership more broadly within schools, the same imperative has applied to middle-level leaders. Indeed,…
Descriptors: Foreign Countries, Principals, Leadership Responsibility, Middle Management
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Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella – Journal of Advanced Academics, 2015
The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…
Descriptors: Mathematics Achievement, English Language Learners, Language Proficiency, Grade 3