Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Program Effectiveness | 6 |
| Program Length | 6 |
| Reading Achievement | 6 |
| Reading Instruction | 3 |
| Achievement Gains | 2 |
| Elementary School Students | 2 |
| Intervention | 2 |
| Learning Disabilities | 2 |
| Mathematics Achievement | 2 |
| Reading Difficulties | 2 |
| Supplementary Education | 2 |
| More ▼ | |
Source
| Afterschool Alliance | 1 |
| Grantee Submission | 1 |
| Journal of Case Studies in… | 1 |
| Learning Disability Quarterly | 1 |
| ProQuest LLC | 1 |
Author
| Vaughn, Sharon | 2 |
| Alfaro, Moises | 1 |
| Holland, Glenda | 1 |
| Jones, Don | 1 |
| Mueller, E. Jane | 1 |
| Mundy, Marie-Anne | 1 |
| Thomas, Nicole A. | 1 |
| Wanzek, Jeanne | 1 |
| Williams, Kelly J. | 1 |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 2 |
| Dissertations/Theses -… | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
Location
| Texas | 2 |
Laws, Policies, & Programs
| Elementary and Secondary… | 1 |
Assessments and Surveys
| Gates MacGinitie Reading Tests | 1 |
| Metropolitan Achievement Tests | 1 |
| National Assessment of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkWilliams, Kelly J.; Vaughn, Sharon – Learning Disability Quarterly, 2020
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…
Descriptors: Program Effectiveness, Intervention, Reading Difficulties, Learning Disabilities
Afterschool Alliance, 2014
The 21st Century Community Learning Centers (21st CCLC) initiative is the only federal funding source dedicated exclusively to before-school, afterschool, and summer learning programs. Each state education agency receives funds based on its share of Title I funding for low-income students at high-poverty, low performing schools. Funds are also…
Descriptors: Community Centers, After School Programs, Summer Programs, Federal Aid
Vaughn, Sharon; Wanzek, Jeanne – Grantee Submission, 2014
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education…
Descriptors: Intervention, Reading Difficulties, Reading Achievement, Observation
Alfaro, Moises; Jones, Don; Holland, Glenda; Mundy, Marie-Anne – Journal of Case Studies in Education, 2012
Recent national and state standards of accountability have focused on increasing student performance and achievement as well as teacher quality. Included in this challenge is the issue of teacher compensation and how it has evolved with the efforts of providing quality instruction in order to improve the performance of students. Texas has…
Descriptors: Grade 4, Incentive Grants, State Policy, Policy Analysis
Thomas, Nicole A. – ProQuest LLC, 2011
Students, who are at risk of academic failure, are reading and achieving below their grade level yet the No Child Left Behind (NCLB) Act requires that all students perform on or above grade level. Results from the 2003 National Assessment of Education Program (NAEP) showed that 37% of fourth graders across the United States are reading below grade…
Descriptors: Feedback (Response), Federal Legislation, Academic Failure, Reading Achievement
Mueller, E. Jane – 1977
The relationships between the grade level of entry into Title I treatment, the need for subsequent treatment, and third grade reading achievement were investigated. In addition, the relationships between pattern of Title I treatment, third grade achievement, and Kuhlmann-Anderson Verbal IQ were studied. The pattern of Title I entry is defined as…
Descriptors: Academic Achievement, Compensatory Education, Disadvantaged Youth, Early Childhood Education
