There is some evidence that reading and spelling are complementary processes. The purpose of this study was to investigate the extent to which contextualized spelling (i.e., spelling activities within the context of reading instruction) is used to support reading in first-grade core reading programs. Analysis of 75 lessons across five programs…

Lack of psychometric equivalence of oral reading fluency (ORF) passages used within a grade for screening and progress monitoring has recently become an issue with calls for the use of equating methods to ensure equivalence. To investigate the nature of the nonequivalence and to guide the choice of equating method to correct for nonequivalence,…

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…

A theory-based approach was used to investigate the relations among Nonsense Word Fluency (NWF) initial skill status in the fall of first grade, NWF growth across the school year, and end-of-year oral reading fluency and reading comprehension (RC) skill. Hypotheses were anchored to Perfetti's verbal efficiency theory and the role of automaticity…

"Accelerated Reader"[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The "Accelerated Reader"[TM] program calls for students to select and read a book and then…

Start Making a Reader Today[R] (SMART[R]) is a volunteer tutoring program widely implemented in Oregon for students in grades K-2 who are at risk of reading failure. The program is designed to be a low-cost, easy-to-implement intervention. Volunteer tutors go into schools where at least 40% of students are eligible for free or reduced-price lunch…

This summary of the Eugene, Oregon, district elementary schools' reports on their reading programs includes information on materials, articulation, organization, personnel, evaluation, volunteers, and time. (JM)

The chronology, evaluation procedures, results, implications, and recommendations of a district-wide evaluation of reading instruction are described. The evaluation was conducted in 3l elementary schools in Eugene, Oregon, to determine: reading program effectiveness, qualities of effective programs, and methods to improve ineffective programs. (MH)

Start Making a Reader Today (SMART) is a book and reading program for children in kindergarten through second grade in 13 Oregon counties. The program aims to create a relaxed and safe environment in which children can practice their skills, one-on-one, with caring adult volunteers. A volunteer tutor recounts her experiences with the program. (SAS)

Rigorous research provides information that will allow other schools and districts to select interventions that have a scientifically based track record of effectiveness. All Striving Reader grants include the mandate to evaluate literacy intervention(s) targeted to adolescents who are reading significantly below grade level. Although all studies…

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…

This supplemental report concludes the analysis of data collected in response to a request by the Eugene (Oregon) school board for an assessment of reading instruction in the school district. The first section of the report examines materials and recordkeeping within the schools. Specifically it states what materials are used and how teachers rate…

This publication summarizes the responses of reading teachers to a questionnaire about teaching reading in the secondary school. The information is divided into six sections. The first section lists components of a secondary reading program, describes current and proposed model secondary reading programs, and lists prospective secondary teachers'…