The Early Interactive Reading Software Program encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2019-2020 school year, these software…

PBIS is has been consistently correlated with reductions in student exclusion including suspensions, expulsions, poor attendance, and high school dropout rates. However, school-wide strategies that do not specifically involve effective instruction in academic areas are unlikely to result in increased academic achievement. To address this reality,…

The purpose of this action research study was to identify the current state of ACT preparedness and implement strategies appropriate to improving reading ACT scores at NPHS. This study was a mixed method study. The purpose for combining quantitative and qualitative data was to capture both perspectives of research. The use of qualitative data,…

This project took place at four Montana middle and high schools in three rural settings located across the state. Study participants included students and teachers located in four middle and high schools. Each of the schools had large percentages of struggling readers, American Indian students, English learners, and low-income students. Comparison…

The dissertation explored the efficacy of using a POMDP to select and apply appropriate instruction. POMDPs are a tool for planning: selecting a sequence of actions that will lead to an optimal outcome. RTI is an approach to instruction, where teachers craft individual plans for students based on the results of screening test. The goal is to…

The purpose of this study was to determine whether or not there was a significant difference in student assessment scores between eligible third grade students enrolled in the Central Maryland School District who participated in Supplemental Educational Services (SES) as opposed to eligible students who did not, relative to the Maryland School…

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…

Understanding the difference between summative and formative assessments is still unclear for many teachers and principals as well as the effects formative assessments have on student learning outcomes. This quantitative study was conducted to explicitly explore formative assessments as a means to improve student learning outcomes, while examining…

The present study investigates the impact of Task-Based Language Teaching (TBLT) on Iranian EFL learners' reading comprehension performance. Seventy participants were assigned randomly to the experimental and control groups. Having instructed the two groups with the same texts but different task types and activities (i.e., tasks in 4 types) during…

This article presents findings from an intervention across sixth and seventh grades to teach academic words to middle school students. The goals included investigating a progression of outcomes from word knowledge to comprehension and investigating the processes students use in establishing word meaning. Participants in Year 1 were two sixth-grade…

"ACCESS", A Culture Creating Effective Systems for Success, was a three-year Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education. The "ACCESS" grant led the way for a district-wide redesign of educational practices based on the novel approach of…

The 3-year Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program (Pilot) began in 2015-16 (Year 1) with the kindergarten class of 2015-16 (Cohort 1). In 2016-17 (Year 2), the Pilot was implemented with Cohort 1 students, now in first grade, and a second cohort of kindergarteners (Cohort 2). A third cohort will be added in…

Literacy By 3 is a comprehensive, literacy initiative implemented in Houston Independent School District's (HISD's) kindergarten- through fifth-grade classrooms during the 2014-2015 school year. Literacy By 3 is a combination of six reading strategies: (1) guided reading; (2) reading to self (independent or silent sustained reading); (3) read to…

As teachers in Georgia utilize formative assessments to ensure successful performance on the state mandated Criterion Referenced Competency Test (CRCT), it is essential that the data they receive from these assessments are accurate. This study examined the correlation between the computer-assisted instructional program, Classworks, and student…

The Advancement Via Individual Determination (AVID) program was developed to increase the number of secondary students who participate in rigorous academic courses, to accelerate student learning, and to improve student performance. The AVID program in the Houston Independent School District (HISD) targets students who (1) are in the academic…