Classroom reading instruction is the foundation of Multi-Tiered Systems of Support in Reading (MTSS-R) and the focus of many state reading reforms, initiatives, and policies. The purpose of this study was to evaluate whether comprehensive and coordinated Tier 1 core reading instruction was associated with higher early reading outcomes of students…

The goal of this quantitative study is to determine if there is a significant difference in the reading proficiency rates for students with disabilities in districts utilizing the State Systemic Improvement Plan (SSIP) as evident by the scores from the English Language Arts portion of the Mississippi Academic Assessment Program (MAAP). This study…

This Spotlight will help readers investigate one state's plan to improve literacy with daily summer reading instruction; review how teachers can better support struggling older readers; gain expert insights into strategies for boosting reading proficiency; evaluate the merits of audiobooks for improving reading engagement; explore how short bursts…

Reading is an essential foundation for learning. In 2016, Alaska's Education Challenge was developed with five measurable goals. Supporting students to read at grade level by the end of third grade is the priority as the department seeks to meet the goals established in 2016. Reading proficiency impacts students, state, and society far beyond the…

In February 2016, the Tennessee Department of Education (TDOE) pulled together stakeholders from across the state and set an ambitious goal--that at least 75 percent of third graders would be proficient readers by 2025. The goal originated from both stagnant third grade reading scores in the state and national research indicating that third grade…

This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003-2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005-2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform…

The purpose of this study was to determine if differences in elementary reading comprehension achievement existed as a result of statewide implementation of the Alabama Reading Initiative post No Child Left Behind (NCLB). Research supports the premise that targeted instruction in reading comprehension yields increases in reading achievement for…

This document provides an executive summary of "Reading First Impact Study. Final Report. NCEE 2009-4038." The final report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade…

The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…

This report states that in 1998-1999 and 1999-2000 in Maine the number of Reading Recovery programs provided increased by 5% and 11% respectively, and that more than half of all Reading Recovery[R] students successfully completed the program. The report also states that students who successfully completed Reading Recovery[R] continued to improve…

Summative evaluation of student achievement in reading emphasizes determining learner progress at the end of a unit of study, end of course, or end of the school year. Generally, state mandated tests stress an end of the school year percentile which is to indicate the present state of learner achievement. This paper discusses and analyzes…

Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Wisconsin elementary schools using the Success for All reading program have once again made …

Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Michigan elementary schools implementing the Success for All reading program made outstanding…

The third year assessment (1975-1976) of the Massachusetts Right to Read Effort consisted of evaluations from participants in regional training workshops and from local school systems. Generally favorable reaction to the program was noted, although the local school systems noted some weak areas. As a result of these and other evaluations, fifteen…

The basis for this report is an assessment by teachers, administrators, students and parents on how well Oregon's fourth graders are reading. The project was specifically designed to reflect concerns and goals which Oregon citizens regarded as relevant to their children's education. The first section of this report discusses the background of the…