ERIC - Search Results

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)	2

Descriptor

Professional Development	2
Academic Achievement	1
Child Care	1
Coaching (Performance)	1
Community Colleges	1
Comparative Analysis	1
Corrective Reading	1
Decoding (Reading)	1
Effect Size	1
Emergent Literacy	1
Grade 3	1
Grade 4	1
Grade 5	1
Intervention	1
Knowledge Base for Teaching	1
Knowledge Level	1
Language Acquisition	1
Language Skills	1
Literacy Education	1
Pedagogical Content Knowledge	1
Phonemes	1
Program Effectiveness	1
Program Implementation	1
Reading Comprehension	1
Reading Fluency	1
More ▼

Source

American Educational Research…	1
National Center for Education…	1

Author

Cunningham, Linda	1
Durno, Donna	1
Haan, Cinthia	1
Javorsky, Rosanne	1
Mansfield, Wendy	1
Myers, David	1
Neuman, Susan B.	1
Schirm, Allen	1
Stancavage, Fran	1
Stuart, Elizabeth	1
Torgesen, Joseph	1
Vartivarian, Sonya	1
More ▼

Publication Type

Reports - Research	2
Journal Articles	1

Education Level

Early Childhood Education	1
Elementary Secondary Education	1
Higher Education	1
Two Year Colleges	1

Audience

Location

Michigan	1
Pennsylvania	1

Laws, Policies, & Programs

Assessments and Surveys

Woodcock Reading Mastery Test

What Works Clearinghouse Rating

Meets WWC Standards without Reservations	2
Meets WWC Standards with or without Reservations	2

Showing all 2 results Save | Export

The Impact of Professional Development and Coaching on Early Language and Literacy Instructional Practices

Peer reviewed

Direct link

Neuman, Susan B.; Cunningham, Linda – American Educational Research Journal, 2009

This study examines the impact of professional development on teacher knowledge and quality early language and literacy practices in center- and home-based care settings. Participants from 291 sites (177 centers; 114 home-based) in four cities were randomly selected to: Group 1, 3-credit course in early language and literacy; Group 2, course plus…

Descriptors: Effect Size, Professional Development, Child Care, Language Acquisition

National Assessment of Title I: Interim Report. Volume II: Closing the Reading Gap: First Year Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2006-4002

Peer reviewed
PDF on ERIC

Download full text

Torgesen, Joseph; Myers, David; Schirm, Allen; Stuart, Elizabeth; Vartivarian, Sonya; Mansfield, Wendy; Stancavage, Fran; Durno, Donna; Javorsky, Rosanne; Haan, Cinthia – National Center for Education Evaluation and Regional Assistance, 2006

According to the National Assessment of Educational Progress, nearly 4 in 10 fourth graders read below the basic level. These literacy problems get worse as students advance through school and are exposed to progressively more complex concepts and courses. The purpose of this study was to assess the effectiveness of four remedial reading programs…

Descriptors: Program Effectiveness, Grade 5, Grade 4, Grade 3