Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 0 |
Since 2006 (last 20 years) | 19 |
Descriptor
Source
Author
Armijo, Michael | 2 |
Gillespie, Jessica N. | 2 |
Goldsworthy, Heather | 2 |
Gray, Abigail | 2 |
May, Henry | 2 |
Sam, Cecile | 2 |
Sirinides, Philip | 2 |
Tognatta, Namrata | 2 |
Zhu, Pei | 2 |
Aaron Douglas | 1 |
Abrami, Philip | 1 |
More ▼ |
Publication Type
Reports - Research | 13 |
Journal Articles | 8 |
Reports - Evaluative | 7 |
Tests/Questionnaires | 4 |
Numerical/Quantitative Data | 3 |
Education Level
Elementary Education | 10 |
Secondary Education | 6 |
Grade 1 | 5 |
Grade 2 | 4 |
Junior High Schools | 4 |
Middle Schools | 4 |
Primary Education | 4 |
Early Childhood Education | 3 |
High Schools | 3 |
Kindergarten | 3 |
Grade 3 | 2 |
More ▼ |
Audience
Location
Ohio | 2 |
Australia | 1 |
California (San Diego) | 1 |
Canada | 1 |
Georgia | 1 |
Illinois | 1 |
New Jersey (Newark) | 1 |
New York | 1 |
Oregon (Portland) | 1 |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Meets WWC Standards without Reservations | 17 |
Meets WWC Standards with or without Reservations | 20 |
A Delayed Treatment Control Group Design Study of an After-School Online Tutoring Program in Reading
Perry, S. Marshall – IGI Global, 2014
This chapter concerns a year-long, United States federally-funded evaluation of Educate Online, an online, at home, 1:1 tutoring program aimed at improving reading performance for middle school students who are below grade level. Participating students receive after-school instruction from teachers in real-time over Voice over Internet Protocol…
Descriptors: Program Evaluation, Intelligent Tutoring Systems, After School Programs, Reading Instruction
May, Henry; Gray, Abigail; Sirinides, Philip; Goldsworthy, Heather; Armijo, Michael; Sam, Cecile; Gillespie, Jessica N.; Tognatta, Namrata – American Educational Research Journal, 2015
Reading Recovery (RR) is a short-term, one-to-one intervention designed to help the lowest achieving readers in first grade. This article presents first-year results from the multisite randomized controlled trial (RCT) and implementation study under the $55 million Investing in Innovation (i3) Scale-Up Project. For the 2011-2012 school year, the…
Descriptors: Reading Programs, Reading Instruction, Intervention, Grade 1
Loadman, William E.; Moore, Raeal J.; Ren, Weijia; Zhu, Jing; Zhao, Jing; Lomax, Richard – Ohio State University, 2011
From October 2006 to June 2011, the Ohio Department of Youth Services (ODYS) implemented Scholastic's Read 180 program in the seven DYS high schools. Read 180, a daily 90-minute structured reading program, is composed of five components -- whole group, individualized learning, computer activities, small group, and wrap up. The program was offered…
Descriptors: Reading Difficulties, Reading Programs, Program Evaluation, High School Students
Baker, Scott K.; Santoro, Lana Edwards; Chard, David J.; Fien, Hank; Park, Yonghan; Otterstedt, Janet – Elementary School Journal, 2013
This study describes an evaluation of a read aloud intervention to improve comprehension and vocabulary of first-grade students. Twelve teachers were randomly assigned to an intervention or comparison condition. The study lasted 19 weeks, and the intervention focused on the systematic use of narrative and expository texts and dialogic interactions…
Descriptors: Grade 1, Elementary School Students, Program Evaluation, Intervention
Quint, Janet; Zhu, Pei; Balu, Rekha; Rappaport, Shelley; DeLaurentis, Micah – MDRC, 2015
Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…
Descriptors: Models, Educational Change, Program Implementation, Reading Instruction
May, Henry; Gray, Abigail; Gillespie, Jessica N.; Sirinides, Philip; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Tognatta, Namrata – Consortium for Policy Research in Education, 2013
Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a…
Descriptors: Reading Programs, Early Intervention, Reading Achievement, Reading Difficulties
Greenberg, Daphne; Wise, Justin C.; Morris, Robin; Fredrick, Laura D.; Rodrigo, Victoria; Nanda, Alice O.; Pae, Hye K. – Journal of Research on Educational Effectiveness, 2011
This study measured the effectiveness of various instructional approaches on the reading outcomes of 198 adults who read single words at the 3.0 through 5.9 grade equivalency levels. The students were randomly assigned to one of the following interventions: Decoding and Fluency; Decoding, Comprehension, and Fluency; Decoding, Comprehension,…
Descriptors: Adult Literacy, Adult Students, Reading Difficulties, Reading Programs
Denton, Carolyn A.; Tolar, Tammy D.; Fletcher, Jack M.; Barth, Amy E.; Vaughn, Sharon; Francis, David J. – Journal of Educational Psychology, 2013
This article describes a randomized controlled trial conducted to evaluate the effects of an intensive, individualized, Tier 3 reading intervention for second grade students who had previously experienced inadequate response to quality first grade classroom reading instruction (Tier 1) and supplemental small-group intervention (Tier 2). Also…
Descriptors: Reading Difficulties, Intervention, Student Characteristics, Grade 2
Hofstetter, Carolyn Huie; Strick, Betsy; Der-Martirosian, Claudia; Ong-Dean, Colin; Long, Pamela; Lou, Yuan Yuan – San Diego Unified School District, 2011
The San Diego Unified School District Striving Readers Project aims to work within the research base on adolescent literacy to conceptualize, describe and apply the elements of effective teaching and professional development with the goal of increasing the literacy achievement of struggling adolescent readers. Since the inception of the Striving…
Descriptors: Reading Difficulties, Reading Programs, Reading Instruction, Program Implementation
Bonnie J. Faddis; Margaret Beam; Lauren Maxim; Elizabeth Vale Gandhi; Karen Hahn; Rita Hale – RMC Research Corporation, 2011
Portland Public Schools (PPS), the largest school district in Oregon, serves more than 46,000 students in regular and special programs. More than 2,900 classroom teachers address the needs of a diverse student population (44% minority, 46% low income, 14% special education, 9% English language learners). A district needs assessment in fall 2005…
Descriptors: Public Schools, Reading Programs, Program Evaluation, Reading Achievement
Dimitrov, Dimiter; Jurich, Sonia; Frye, Michael; Lammert, Jill; Sayko, Sarah; Taylor, Laura – RMC Research Corporation, 2012
The Illinois Striving Readers (ISR) Project had two purposes: (1) implement a supplemental reading intervention for students in ninth grade who were reading below grade level; and (2) study the impact of the intervention on students' performance on standardized assessments using a randomized control trial design. The Illinois Striving Readers…
Descriptors: Reading Programs, Program Evaluation, Intervention, Secondary School Students
Black, Alison Rebeck; Doolittle, Fred; Zhu, Pei; Unterman, Rebecca; Grossman, Jean Baldwin – National Center for Education Evaluation and Regional Assistance, 2008
This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs--a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This…
Descriptors: After School Programs, Program Evaluation, Instructional Effectiveness, Program Implementation
Slavin, Robert E.; Madden, Nancy; Calderon, Margarita; Chamberlain, Anne; Hennessy, Megan – Center for Research and Reform in Education, 2010
This paper reports the fifth-year results of a study comparing the English and Spanish language and reading performance of Spanish-dominant children randomly assigned beginning in kindergarten to Transitional Bilingual Education (TBE) or Structured English Immersion (SEI). This is the first randomized study to compare TBE and SEI reading…
Descriptors: Bilingual Education, Receptive Language, Language Skills, Bilingualism
Ransford-Kaldon, Carolyn R.; Flynt, E. Sutton; Ross, Cristin L.; Franceschini, Louis; Zoblotsky, Todd; Huang, Ying; Gallagher, Brenda – Center for Research in Educational Policy (CREP), 2010
This report summarizes evaluation results for an efficacy study of the Leveled Literacy Intervention system (LLI) implemented in Tift County Schools (TCS) in Georgia and the Enlarged City School District of Middletown (ECSDM) in New York during the 2009-2010 school year. Developed by Fountas & Pinnell (2009) and published by Heinemann, LLI is…
Descriptors: Reading Achievement, Program Evaluation, Program Effectiveness, Program Implementation
Geoffrey D. Borman; N. Maritza Dowling – Journal of Education for Students Placed at Risk, 2009
In this article, we report kindergarten student and teacher outcomes from a quasi-experimental evaluation of The Superkids, a systematic, phonics-based, comprehensive K-2 reading program. We recruited 23 kindergarten teachers to implement The Superkids program from a diverse, yet predominantly ethnic minority, group of classrooms from across the…
Descriptors: Reading Instruction, Reading Programs, Reading Achievement, Achievement Tests
Previous Page | Next Page ยป
Pages: 1 | 2