The 1988-89 Compensatory Language Experiences and Reading--Reading Recovery (CLEAR-RR) Program of the Columbus, Ohio, public schools was implemented to provide early intervention to 283 underachieving first-grade pupils who appeared unlikely to learn to read successfully without intensive instruction. The program's two major goals were to develop…

The achievement levels of limited-English-proficient (LEP) students in the Austin (Texas) Independent School District in mathematics, reading, and writing are reported and compared with those of students in previous years. The district enrolled 4,888 LEP students in 1988-89 (89% were Spanish speakers, 4% were Vietnamese, and 7% represented 49…

This report describes two programs in Saginaw, Michigan, that are designed to meet the special education needs of bilingual and migrant students. The focus of the report is a product evaluation using the results of students' test performance. The Section 41 State Bilingual Education Program and the Chapter 1 Migrant Education Program operated at…

Results are presented for the 1985-86 administration of achievement tests in the Atlanta (Georgia) Public Schools. The following norm-referenced, standardized tests were administered: California Achievement Tests (CAT) in kindergarten; Iowa Tests of Basic Skills (ITBS) in grades 1 to 8; and Tests of Achievement and Proficiency (TAP) in grades 9 to…

School and teacher factors associated with reading achievement are compared to items from the National Assessment of Educational Progress (NAEP) 1985 reading assessment. Significant factors which appeared in the literature included: methods and materials, time on task, difficulty level and high teacher expectation, teacher qualifications, student…

A study was conducted to explore first grade students' conceptions of reading and writing, and how those conceptions may be associated with and influenced by the type of reading instruction they receive. The study was conducted in three separate classrooms, each based upon theoretically different models of literacy learning: (1) a content-centered…

From l979 to l985, data were gathered from approximately 600 students in 24 Dutch elementary schools to determine changes occurring in the interrelationships among the reading skill components of decoding, reading comprehension, and spelling ability. Information for each student was obtained from reading performance test scores recorded at the end…

Staff of the Tennessee State University Class Size Project investigated effects of a 1:15 teacher/pupil ratio on first grade students' reading and mathematics achievement, behavior, attendance, and self concept. Participants were first grade pupils attending metropolitan Nashville public schools, who were assigned to an experimental group of seven…

A study investigated the effects of microcomputers on children's attention to reading tasks and the relationship between previous reading achievement and grade level on such attentional behavior. Fifty-five third and fifth graders read two stories each, one presented on a microcomputer and one presented in print. Television cartoons and rock music…

Focusing on trends in reading achievement during the period from l970 to l984, this report draws from national assessments that involved more than 250,000 9-, 13-, and 17-year-old students from a wide range of socioeconomic backgrounds. The first chapter (1) provides an overview of the report; (2) summarizes recent achievements documented by the…

Cognitive and achievement levels were analyzed for 192 students (grades 1-12) served in generic special education resource rooms in a Texas community, using cognitive and achievement test data, service delivery information, and demographic data. Grade levels of the subjects were used as a constant in the data analysis. Among reported findings were…

City-wide all-day kindergarten was instituted in the New York City public schools in the l983-84 school year. Follow-up studies of two evaluations of all-day kindergarten, a prospective study and a retrospective study, were undertaken to examine whether enrollment in all-day kindergarten (ADK) resulted in higher third-grade academic achievement…

The 1986 Southern Regional Education Board/National Assessment of Educational Progress (SREB/NAEP) testing project included Arkansas, Florida, Louisiana, North Carolina, South Carolina, Tennessee, Virginia, and West Virginia. The tests used in the SREB/NAEP consisted of selected reading and writing exercises developed and administered to a sample…

The teacher handbook for Progressive Achievement Tests (PATs) in Reading presents an overall description of these survey tests in reading comprehension and vocabulary knowledge for school years 3 to 9. There are two alternative forms of each test: (1) the Reading Comprehension tests are designed to measure two major aspects of reading skills…

To obtain perceptions of student growth in reading, this evaluation report assessed the first-year implementation of a seventh grade reading pilot program at Bell, Correia, Standley, and Wilson schools in the San Diego Unified School District. The pilot program addressed the reading needs of seventh grade students achieving two or more years below…