Concludes that teaching fourth- and fifth-grade children to ask themselves questions about key points in a story significantly improved their performance on tests about story content. (FL)

Indicates that hearing stories read aloud in their native languages did not interfer with ESL children's reading achievement in English, and there were many benefits from having parents read those stories in a school setting. (FL)

Presents conceptual framework for classification of poor readers based on a sample of over 5,214 children between 9 and 10.7 years. The framework is based on the notion of low achievers (those whose reading attainment is low but who attain the expected level) and underachievers (those whose reading is poor but who ought to read at a higher level).…

Concludes that the reviewed test, which is designed to assess mathematics, reading, spelling, and writing abilities in students from first grade through post high school, is limited in usefulness for older students. (FL)

Determined whether test-wiseness training would influence the achievement of students in math and reading. Significant effects were noted in math for fifth-grade students. Race effects favored White students. (Author/ABB)

Describes a California State Department of Education reading assessment that indicated improvement in reading achievement for some third-grade classrooms and decline in others. Explores the "teacher" factors that account for the difference. (HTH)

Several individual attributes covering prereading and oral language abilities, motor skills, personality, and home background were assessed. The best predictors of reading achievement were tasks tapping phonological processing skills, interdigital dexterity, and familiarity with the alphabetic code of English script. Peer ability was a strong…

Compared comprehension of kindergarten-age precocious readers (who read at the third-grade level) with second- and third-grade-age children. Results on measures of letter, scrambled word, and text reading times indicated that, for precocious readers, efficiency in lower-order tasks is not a prerequisite for rapid text reading and good…

Kansas City's Title I program features learning centers for older students and small tutorial groups for first and second graders and has effected consistently high achievement gains at low cost. The program's instructional design, courses of study, teacher training methods, incentives, learning center operation, and costs are described. (MJL)

The author reviews the role of the counselor in helping minority students become efficient readers. (HMV)

This document, the "Reading Framework for the 2005 National Assessment of Educational Progress," describes the content and format of the 4th, 8th, and 12th grade assessments. The 2005 Reading Framework continues the National Assessment of Educational Progress (NAEP) reading trend begun in 1992. The NAEP Reading Framework reflects…

Despite the fact that charter schools serve over 684,000 children nationwide, they remain a poorly studied form of education reform. This is primarily because many charter schools serve targeted populations such as at-risk, disabled, or delinquent students, which makes it very difficult for researchers to draw a fair comparison between charter…

To shed light on how states can use school performance data to support failing schools, the present study examined a subset of underperforming schools in South Carolina in the wake of a series of state-supported interventions. The study, part of a comprehensive evaluation of the South Carolina External Review Team Program, made extensive use of…

"Alabama Education News" is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the "Code of Alabama," as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about…

This workbook, submitted by the State of Connecticut to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook.…