In 1993-94, Saginaw (Michigan) City School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 middle schools, and both high schools. Enrollments were 633 students, primarily Hispanics, in the bilingual program and 584 students in the migrant program, with considerable overlap between enrollments. Each…

This report presents 1991-92 data on federally funded basic and migrant programs that serve educationally disadvantaged students throughout the 181 Maine school districts. In fiscal year 1992, 27,944 students received Chapter 1 basic services (concentrated, direct instruction in reading and math) from 1,006 teacher aides and 307 teachers…

Noting that no one approach to reading instruction is "best" for every child, this booklet discusses the "reading styles" approach, which matches instructional approaches to each child's particular strengths and weaknesses in reading. The first section of the booklet discusses the urgency of the issue of low reading achievement…

This study examines the systemic reform process that was initiated in Maryland in 1991. The Maryland School Performance Assessment Program (MSPAP) consists of learning outcomes, a framework for performance assessment, guidelines for school decision making, and suggestions for staff development. One year following the initiation of the MSPAP, a…

An exploratory study examined teachers' perceptions of students' motivation to read and the relationship between those perceptions and students' reading achievement. Focus groups of third- and fifth-grade teachers were convened and given an initial questionnaire. A second questionnaire based on those findings was developed and field-tested with…

A practicum was designed to devise a system of literacy instruction to train teachers to select appropriate text for at-risk students by an authentic assessment of the 'running record' as a starting point for meeting the literacy needs of each individual student. (The 'running record' is a written record of the student's reading as observed and…

Two national studies have recently confirmed that specific kinds of educational experiences provided for children by both parents and teachers, from preschool through high school, can make a significant difference in their reading ability as young adults. Both studies analyzed data gathered from 3,959 high school students in 24 school districts…

It has been demonstrated that the individual variation in the level and rate of learning for a cohort of students over time can be estimated by hierarchical linear models. Models of this type can also be estimated using widely available structural modeling software, which provides a flexible framework for model explorations, including the use of…

A study examined the concurrent development of reading and writing behaviors in a cross section of preschool and kindergarten children across diverse language and literacy tasks. Subjects, 16 preschool children attending a university laboratory school and 12 kindergarten children from two classrooms in a large suburban school district, were…

A study examined the "Summer Opportunity to Accelerate Reading" (S.O.A.R.) program, which provided early intervention to accelerate literacy learning for at-risk students entering grades 1-3 in the fall of 1998. Subjects were 388 students enrolled in 3 S.O.A.R. campuses from 37 Austin Independent School District (AISD) elementary schools…

This document was produced as a position paper for background for a summit convened by the San Francisco Unified School District (California) to focus on the education and achievement of African American students. The Education Partnership Summit had the principal goal of developing strategies and techniques to increase the mathematics and reading…

A three year study on assessment and grading beginning with preservice reading education teachers and continuing through their student teaching and into their first year of teaching reveals indications that instructor modeling and group work on specific instructional units for developing and using alternative assessment and evaluation procedures…

The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This report describes the…

The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured public and nonpublic fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This…

The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This report describes the…