Students need strong literacy skills to succeed in core academic subjects--English, mathematics, science, and social studies--and to be prepared for college and careers. "Reading Apprenticeship"® is a professional development program that aims to help teachers improve their students' literacy skills. The program also aims to improve…

This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three…

This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three…

Improving reading instruction is one of the hottest topics in K-12 education today. It is also one of the most complex, encompassing pedagogy, policy, and politics -- all rooted in a long history of arguments about the best way to teach kids to read. This analysis is a primer on the "Science of Reading" and efforts to implement it across…

Continuous professional development is a process that requires constant and active learning for a teacher throughout his/her professional life. In this process, teachers are expected to perform activities aiming at increasing both their professional development and the quality of teaching within the classroom. One of these is lesson study. This…

This paper presents findings on the implementation and impacts of Leveled Literacy Intervention (LLI) in Oakland, California, where the school district conducted the nation's first randomized controlled trial of LLI in secondary grades. LLI is a short-term, intensive intervention designed to help teachers provide small-group instruction to…

In the middle school setting, reading is a requirement if students are to access the curriculum and demonstrate content proficiency. By grade three, students are expected to read on grade level, but by middle grades (7-8), some students still struggle with reading for comprehension. In addition, some middle school teachers struggle to implement…

Background: The relationship between physical activity (PA) and academic achievement has received much attention given the recent push to increase children's PA levels through Comprehensive School Physical Activity Programs (CSPAP). Methods: In this study we followed 214 urban elementary students through an 8-month healthy school transformation…

RMC Research used a case study approach to document implementation of "Imagine Language & Literacy" and a correlational design to examine the relationship between student program usage and student academic achievement outcomes for students in grades K-2. "Imagine Language & Literacy" is a digital education program…

Research indicates that the practice of grade-level retention may have negative effects on students; nevertheless it is often used in practice for students who fail to meet academic standards. In contrast to retention, response to intervention (RtI) is a sound practice that is based on a preventive framework and utilizes differentiated instruction…

Catch Up® Literacy is a structured one-to-one literacy intervention for pupils between the ages of 6 and 14 who are struggling to learn to read. It teaches pupils to blend phonemes (combine letter sounds into words), segment phonemes (separate words into letter sounds), and memorise particular words so they can be understood without needing to use…

The educational system has an increasing population of students with diverse learning needs that must be addressed to ensure all students are academically successful. The purpose of this study was to investigate whether differentiated instruction had a positive effect on the vocabulary and the reading comprehension of struggling 2nd grade…

Teachers at a Title I elementary school in South Carolina implemented the scripted Reading Mastery© program (RMP) to improve students' comprehension. Comprehension scores did not increase, despite teachers receiving RMP professional development (PD) prior to implementing the program. Administrators were unaware if the teachers were adequately…

The purpose of the present study was to record Cedar Middle School's (CMS) response to intervention implementation journey. It is a qualitative case study that examines one school's efforts to bring school improvements under the response to inventory (RtI) umbrella in order to achieve a more systematic approach to providing high-quality…

The purpose of this study was to examine three seventh grade R180 teachers' perceptions regarding the local setting factors and role of the teacher impacting the program's implementation across the three middle schools. The conceptual framework guiding this study was derived from the Scholastic R180 Logic-of-Change Model, which depicts an…