The purpose of this study was to examine second graders' (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who…

This report highlights several trends in Oregon that show the correlation between chronic absenteeism and various academic outcomes. Oregon student patterns follow the national trend in that students with better attendance have better outcomes. Fifth-grade chronic absenteeism is a moderately strong predictor of chronic absenteeism in subsequent…

Learning to read proficiently by the end of third grade is one of the best predictors of a student's later academic success. This policy brief analyzes school-level District of Columbia Comprehensive Assessment System (DC CAS) exam results, which are reported on a four-tiered scale: Below Basic, Basic, Proficient and Advanced. Results found that:…

During the 2013/14 school year two Florida school districts sought to develop an early warning system to identify students at risk of low performance on college readiness measures in grade 11 or 12 (such as the SAT or ACT) in order to support them with remedial coursework prior to high school graduation. The study presented in this report provides…

The existence of an achievement gap in the academic performance among various subgroups of students is a well-documented phenomenon in American public education (Blackford & Khojasteh, 2013; "Education Week," 2004; Hayes & Grether, 1969; Hernandez, 2011; National Center for Educational Statistics, 2015). This is certainly the…

Fifty countries from around the world participated in the Progress in International Reading Literacy Study (PIRLS) 2016 international assessment of reading comprehension at the fourth grade, and in every country there was a wide range of reading achievement from basic skills to advanced comprehension. This report presents international findings…

This study examined the effectiveness of READ 180, a computer based reading intervention on Lexile reading levels, Standardized Test of Reading Achievement (STAR) score, and attendance rates students in grades 3-5 who participated in the READ 180 program. The study compared the Scholastic Reading Inventory (SRI) scores of each group administered…

In this meta-analysis of 45 studies involving students in grades 2-12, the authors present evidence on the effects of text structure instruction on the expository reading comprehension of students. The meta-analysis was deigned to answer two sets of questions. The first set of questions examined the effectiveness of text structure instruction on…

In this meta-analysis of 45 studies involving students in Grades 2-12, the authors present evidence on the effects of text structure instruction on the expository reading comprehension of students. The meta-analysis was deigned to answer 2 sets of questions. The first set of questions examined the effectiveness of text structure instruction on…

This study investigates the relationships between test takers' metacognitive and cognitive strategy use through a questionnaire and their test performance on an English as a Foreign Language reading test. A total of 593 Chinese college test takers responded to a 38-item metacognitive and cognitive strategy questionnaire and a 50-item reading test.…

Comprehension tests often compare accuracy on inferential versus literal questions and find inferential harder than literal, and poor comprehenders performing worse than controls. Difficulties in integration are assumed to be the reason. This research explores another reason--differences in memory for the passage information underlying the…

Most of the world is multilingual--multilingual at the national level (policies), at the community and family level (practices), and at the individual level (cognitive)--and each of these has implications for teaching and learning. Yet, at present, most reading decisions are not based on empirical research of how children learn to read in…

This technical report documents findings from a study of the internal consistency and split-half reliability of the easyCBM© CCSS Reading measures, grades 3-8. Data, drawn from an extant data set gathered in school year 2013-2014, include scores from over 150,000 students' fall and winter benchmark assessments. Findings suggest that the easyCBM©…

Under Texas Administrative Code (TAC) §89.1225(h), districts are required to use the exit criteria represented in the chart titled "2013-2014 English Proficiency Exit Criteria Chart" found at (http://www.tea.state.tx.us/index2.aspx?id=4098) to exit English language learners (ELLs) from bilingual/ESL programs. The exit criteria under TAC…

The paper focused on the effect of auditory training on reading comprehension of children with hearing impairment in Enugu State. A total of 33 children with conductive, sensory neural and mixed hearing loss were sampled for the study in the two schools for the Deaf in Enugu State. The design employed for the study was a quasi experiment (pre-test…