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Interventions for Reading Difficulties Pilot Program Report. Evaluation: Year 2. Report to the Education Interim Committee
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Fratto, Kim; Throndsen, Jennifer; Suddreth, Diana; Nielsen, Darin – Utah State Board of Education, 2018
The purpose of this report is to provide formative and summative feedback to the Utah State Board of Education (USBE) regarding evidence of implementation and impact for the Interventions for Reading Difficulties Pilot Program. The report, while addressing the effects of the Interventions for Reading Difficulties Pilot Program, is also designed to…
Descriptors: Intervention, Reading Difficulties, Reading Programs, State Programs
Effective Use of Paraprofessionals as Early Intervention Reading Tutors in Grades K-3
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Samson, Jennifer F.; Hines, Sara J.; Li, Kathrynne – Mentoring & Tutoring: Partnership in Learning, 2015
One-on-one reading interventions have long been supported in the research literature; however, research on effective use of paraprofessionals to deliver remedial reading tutoring early elementary grades is limited. This best-evidence synthesis of the literature was conducted to identify key components associated with effective use of…
Descriptors: Early Intervention, Early Childhood Education, Tutors, Paraprofessional School Personnel
Systematic Review of Educational Interventions for Looked-After Children and Young People: Recommendations for Intervention Development and Evaluation
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Evans, Rhiannon; Brown, Rachel; Rees, Gwyther; Smith, Philip – British Educational Research Journal, 2017
Looked-after children and young people (LACYP) are educationally disadvantaged compared to the general population. A systematic review was conducted of randomised controlled trials evaluating interventions aimed at LACYP aged =18 years. Restrictions were not placed on delivery setting or delivery agent. Intervention outcomes were: academic skills;…
Descriptors: Educationally Disadvantaged, Intervention, Randomized Controlled Trials, Youth
The Predictive Relationship between Oral Reading Fluency and Comprehension as It Relates to Minority Students
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Deboy, Sara D. – ProQuest LLC, 2013
The prominent use of DIBELS as a screening and placement tool has provided schools and districts the ability to implement interventions and best practices for students, particularly in the primary grades. Although many studies have highlighted the predictive validity of oral reading fluency (ORF) to anticipate reading performance, few have…
Descriptors: Minority Group Students, Reading Comprehension, Oral Reading, Reading Fluency
The Impact of Evidence-Based Practices on the Oral Reading Fluency of Low-Socioeconomic-Status Elementary Students
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McCracken, Thomas B. – ProQuest LLC, 2013
A student's economic status can have a significant impact on reading achievement. Students classified as low-socioeconomic-status (low-SES) have been traditionally at risk for reading failure. With the passage of No Child Left Behind (NCLB) schools are required to use strategies and practices that have evidence supporting their effectiveness in…
Descriptors: Oral Reading, Reading Fluency, Low Income Groups, Socioeconomic Status
"I Wish Everyone Had a Library Like This": Year 2 Report on the Baltimore Elementary and Middle School Library Project
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Sheldon, Steven B.; Davis, Marcia H. – Baltimore Education Research Consortium, 2015
This report focuses on the opening of new school libraries and their impact on schools, teachers and students after two years of implementation of the Baltimore Elementary and Middle School Library Project (Library Project). The findings build on the first report of this project and show that it is not just new facilities, but also the added…
Descriptors: School Libraries, Elementary Schools, Middle Schools, Program Implementation