This volume contains criterion referenced reading tests for 22 objectives to be mastered in a Spanish-English bilingual First Grade. The emphasis is on encoding and decoding tasks, vocabulary development, and reading comprehension. (AM)

The 1975-76 Hartford Project Concern Program marks the end of a decade in which Hartford and suburban communities have participated in a voluntary busing program aimed at enriching the educational opportunities of both urban and suburban youth. In May 1976, the Capitol Region Education Council received a grant from the Connecticut State Department…

Basic reading proficiency is key to success in all content areas, but attending to students' literacy development remains a challenge for many teachers, especially after the primary grades. "Knowledge to Support the Teaching of Reading" presents recommendations for the essential knowledge about the development, acquisition, and teaching 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…

Anyone who has worked as a teacher or principal in an elementary school understands the value of reliable and valid assessments of early reading progress. In order to implement an effective reading program, schools should have a coordinated plan for using screening, progress monitoring, diagnostics and outcome measures to guide instruction and to…

The Title I program, created in 1965, is the largest federal program supporting elementary and secondary education and is intended to help ensure that all children have the opportunity to obtain a high-quality education and reach proficiency on challenging state standards and assessments. The No Child Left Behind Act of 2001 (NCLB) expanded the…

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…

Achieve was asked by the Washington State Academic Achievement and Accountability Commission, Office of the Superintendent for Public Instruction, and the Partnership for Learning to conduct a study of the 10th grade Washington Assessment of Student Learning (WASL). The intent of the study was to compare the content, rigor and passing scores on…

The fourth statewide administration of Minnesota's Basic Standards Tests in Reading and Mathematics took place in the spring of 1999. The first administration of the statewide Test of Written Composition for 10th graders also took place in 1999. Beginning with the class of 2000, students are required to pass these tests by the time they complete…

The Study of Adult Reading Acquisition (SARA) is a longitudinal research project designed to measure the development of reading subskills in adults enrolled in instructional programs. The study participants are all students enrolled in a variety of adult education sites and settings, including correctional institutions, community-based programs,…

The materials included in this manual are organized according to the Indiana Grade 1 Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana Grade 1 Academic Standards for English/Language Arts; (2) Assessments: diagnostic/practice pages for skill areas, checklists, and rubrics; (3) Classroom Activities:…

The materials included in this manual are organized according to the Indiana Grade 2 Academic Standards for English/Language Arts. In each section teachers will find: (1) Indiana Grade 2 Academic Standards for English/Language Arts Assessment Tools: diagnostic/practice pages for skill areas, checklists, and rubrics; (2) Classroom Activities:…

This investigation is an extension of TM 506 002. A factor analysis of the intercorrelations of academic self-concept and reading scores revealed three factors: Academic Achievement, Positive Academic Affect, and Anxiety. The results also showed that the factor structure served to explain the criterion-related validity coeffecients obtained in the…

Several issues associated with equating and interpreting reading test scores from two different measures of achievement are discussed. The discussion is based on an investigation assessing the impact of classroom functional/ability grouping on academic performance of 5,439 special educational students in elementary, middle, and high schools. (TJH)

The present longitudinal study investigated the relationship between pre-school semantic skills (vocabulary, comprehension and sentence construction), phonological awareness and later word decoding and reading comprehension skills. More than 200 Danish children were followed from a speech therapist screening at the age of three, through a…