While most international educational development projects are engaged in capacity development, trainings rarely have enough depth to result in lasting changes in the capacity of local stakeholders. The case of the Nigeria Centre for Reading, Research and Development (NCRRD) at Bayero University Kano used a different model. Six NCRRD faculty spent…

Since 2002, the Institute of Education Sciences (IES) has funded more than 400 research grants through the National Center for Education Research. This document lists the publications that have resulted from these projects. Publications from IES grantees include articles intended for scientific audiences, as well as articles written for general…

This study describes the assumptions and strategies of the Laboratory School's Linkage Model and evaluates the results of the utilization of the model by focusing on the dissemination of a developmental individualized reading program over a three-year period. The dissemination process resulted in a large number of schools implementing the program,…

This annual report of progress of the Institute for Mathematical Studies covers four main projects: (1) computer generated speech, (2) complex teaching programs with audio, (3) teaching reading with audio, and (4) speech recognition. Thirty-seven references to research on the use of computers and the teaching of primary reading are included. A…

In 2002, National Center for Education Research (NCER) began with three research grant competitions--one focused on reading instruction, one on preschool curricula, and one on student learning from a cognitive science perspective. These competitions resulted in a total of 24 research grants. Since that auspicious beginning, the grant competitions…

This conference report is centered on that phase of the Targeted Research and Development Program in Reading literature search dealing with language development as it relates to reading. Models of language acquisition, hypotheses derived from the models, and comparisons of synthesized models are discussed. Among them are behaviorist (Skinner),…

A PILOT EXPERIMENT CONDUCTED TO TEST THE EFFECT OF A SPECIALLY DEVISED PHONIC APPROACH TO EARLY READING IS DESCRIBED. THE PHONIC METHOD USED ACHIEVED SOUND-SYMBOL REGULARITY AND HAD THE FOLLOWING CHARACTERISTICS--(1) CONSONANT GRAPHEMES EACH REPRESENTED ONLY ONE SOUND AND WERE PRINTED USING NEARLY STANDARD ALPHABETIC SYMBOLS. (2) EACH VOWEL…

Purposes and activities of the Targeted Research and Development Project No. 3 are described. The project seeks to identify and describe the national reading problem, methods of reading instruction, and the training of reading teachers. The project, a literature search, is designed to identify literature related to reading instruction, to develop…

First-year evaluation of the Word Attack Component of the Wisconsin Design for Reading was conducted in 23 elementary schools representing disadvantaged inner-city and advantaged schools in Wisconsin and Colorado. Primary-grade pupils in each of the schools experienced the program for 6 months, during which instruction was followed by…

THE RELATIVE EFFECTIVENESS OF INDUCTIVE AND DEDUCTIVE APPROACHES TO THE INSTRUCTION OF WORD ANALYSIS TASKS WAS STUDIED. A NUMBER OF PHONIC AND STRUCTURAL ANALYSIS GENERALIZATIONS, APPLIED TO THE PRONUNCIATION OF WORDS ABOVE THE PRIMARY LEVEL IN DIFFICULTY, WERE PRESENTED TO EIGHTH- AND NINTH-GRADERS OF AVERAGE MENTAL ABILITY BUT WHO WERE WEAK IN…

The Wisconsin Design for Reading Skill Development is a vehicle for implementing a skills-centered approach to reading instruction. The components of the design are (1) management guidelines; (2) an essential skills list for six areas (word attack, comprehension, study skills, self-directed reading, interpretive reading, and creative reading) and…

The Wisconsin Design for Reading Skill Development is a skill-centered approach to reading instruction in the elementary school. Skills in six areas have been identified: word attack, comprehension, study skills, self-directed reading, interpretive reading, and creative reading. The Design provides behavioral objectives and criterion-referenced…

Prepared by the Wisconsin Research and Development Center for Cognitive Growth, the Wisconsin Design for Reading Skill Development (Design) contains several components. The field study evaluation of the Word Attack element in terms of attainment of objectives is reported in this conference paper. All children in grades 1 to 3 of two Wisconsin…

The Research Institute for the Study of Learning Disabilities, established at Teachers College, Columbia University, was guided by the postulation that academic failure experienced by learning-disabled children results from interaction between the way they process information and the information processing demands of the instructional methods…

In 1963, the Institute began a program of research and development in computer-assisted instruction (CAI). Their efforts have been funded at various times by the Carnegie Corporation of New York, The National Science Foundation and the United States Office of Education. Starting with a medium-sized computer and six student stations, the Institute…