Presents a variety of parent programs, projects, and activities that have been successful in involving parents in their adolescents' reading and reading achievement. (HOD)

Discusses the strengths and weaknesses of Reading Yardsticks, a criterion referenced test. Concludes that there are significant problems associated with its effective use. (FL)

Third-grade students in high ability groups in mathematics achieved greater gains than students in low ability groups. The opposite results occurred in reading achievement. Possible reasons for this difference include different instructional techniques for reading and math and the effect of home environment on learning. (IS)

Two explanations for the effect of ability groups on student achievement are discussed. One stresses the importance of peer groups, the other differential instruction. Little evidence was found that achievement differentials in elementary school grouping systems arise from either peer influence or from differential instruction. (Author/IS)

A study of Black families with children of various reading ability levels found that low-income Black families can promote good reading if they use certain practices that foster reading achievement in children. These practices include lavishing praise, teaching responsibility, and having in the house tradebooks related to children's interests. (GC)

Notes that school effectiveness research has identified particular process and content characteristics associated with gains in reading achievement. Examines the research and the application of research findings. (FL)

Poses six unanswered questions in need of research that concern school reading programs. Questions address (1) advisability of a uniform sequential reading series, (2) relative effectiveness of materials, (3) generalists vs. specialists, (4) usefulness of workbooks, (5) permanent assignment of class reading texts, and (6) parental involvement. (TE)

In response to legislation passed by the 1989 North Carolina General Assembly, the State Board of Education developed and initially implemented End-of-Grade Tests (EOG) for grades 3 through 8 in the areas of reading and mathematics effective with the 1992?93 school year. These curriculum-based multiple-choice achievement tests are specifically…

The Council of the Great City Schools has prepared this fourth edition of "Beating the Odds" ("Beating the Odds IV") to give the nation another look at how inner-city schools are performing on the academic goals and standards set by the states for our children. This analysis examines student achievement in math and reading through spring 2003. It…

This study addresses three questions: First, considering the full group of students and the special education subgroup, what is the likely effect of minimum cell size and confidence interval size on school-level Adequate Yearly Progress (AYP) determinations? Second, what effects do the changing minimum cell sizes have on inclusion of special…

This 4-year study examined implementation of the Baltimore Curriculum Project (BCP) in six Baltimore City public schools. BCP used a combination of direct instruction (DI) and core knowledge as its reform curriculum. Each school was demographically matched with a similar, within-district school. Two cohorts of students were followed throughout the…

Within the context of President Bush's Reading First and Early Reading First initiatives to improve early literacy skills for preschool children and reading literacy skills for primary children, a national invitational conference on successful reading instruction was held in Washington, DC, on November 12-13, 2001. It focused on determining how…

The use of curriculum based assessment (CBA) to ensure learning disabled and low achieving students adequate educational opportunity remains the focus in this direct and comprehensive third edition. The additions to this edition are in the way of providing detail and explanation in the context of current and emerging issues in educational…