The research base on how to effectively intervene to improve the reading fluency of students with academic and behavioral disabilities at the middle school level does not provide a strong support for evidence- based practices with this age group. The purpose of this study was to extend the body of research on reading fluency interventions to…

In this mixed method research, we examined the effects of reading and singing software program (RSSP) as a reading intervention on struggling readers' reading achievement as measured by the Florida Comprehensive Assessment Test, the high stakes state test administered in the state of Florida, at one elementary school. Our team defined struggling…

Pressures are great upon public school teachers and administrators in secondary school systems to insure their students perform well on state and national achievement tests. The No Child Left Behind Act of 2002 (NCLB) puts an extreme amount of emphasis on students' performance on subject area tests. NCLB (2002) requires that at least 95% of the…

This research study's purpose or theme was to qualitatively investigate the reading component of a private after-school tutoring program that offered academic assistance to eighth-grade students. The problem with reading is many urban middle school students have poor reading skills and do not perform well on reading standardized tests. Relative to…

Investigates the use of a multi-step Test Item Post-Conference (TIPC) procedure with 30 English-as-a-second-language students. Notes that the procedure results in an "adjustment" of standardized multiple choice tests scores. Finds the procedure proved relatively efficient and the results were well-received by the participating ESL teachers.…

Summarizes educators' and researchers' concerns regarding the use and misuse of standardized reading tests. Suggests a different model for reading assessment. (RS)

The goal of Chapter I programs is to enable disadvantaged children to attain grade level success in school. This study attempts to determine the extent to which students in a predominantly African American school achieve grade level success as a result of their Chapter I reading supplementary participation. The reading gains of the Chapter I…

Evaluates whether the "Degrees of Reading Power" reading achievement test (1) is a testing and teaching tool; (2) is a valid reading assessment; (3) should be used for third grade; and (4) correlates with other reading tests. Questions whether the test's Readability Report information really reflects test scores. (SR)