This applied dissertation was developed to determine (a) the impact that Achieve3000, a web-based reading program, had on the reading-comprehension skills of English language learners (ELLs) and (b) the perceptions of students and their teacher on the technology program used at the study school as it relates to the remediation of the reading…

In 2009-10 Wake County Public Schools System (WCPSS) exited District Improvement in reading and remained in level one for mathematics. All District Improvement efforts gained momentum. The Sheltered Instruction Observation Protocol (SIOP®) continued as the primary focus to meet the needs of limited English proficient (LEP) students in elementary…

Austin Independent School District provided summer programs in 2010 for students to accelerate academic learning, maintain academic skills between school years, recover course credits, retake state achievement tests, or experience school-level transition activities. This is the full report, a research brief was also published. [For the research…

Five years of reading comprehension data in Florida Reading First schools were analyzed to address questions regarding student improvement, reduction in the achievement gap, efficacy of site visits to schools making no achievement gains, and effects of student mobility on growth in reading comprehension. Participants were 120,000 students (about…

This paper constructs a statistical model of learning that suggests a systematic way of measuring the persistence of treatment effects in education. This method is straightforward to implement, allows for comparisons across educational treatments, and can be related to intuitive benchmarks. We demonstrate the methodology using student-teacher…

Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…

Evaluates the use of 5-year-olds' scores on a picture reading task to predict the children's later reading performance. Suggests that the picture reading task measures differences in children's understanding of the nature and purpose of reading. (CW)

In winter 1979, a study was conducted at C. S. Mott Community College (MCC) to determine the salient characteristics of successful students. Students in 63 upper-level courses took the Nelson-Denny Reading Test, Form A, and also completed a demographic questionnaire. The mean total reading score for all students had a grade equivalent of 13.1,…

AN ANALYSIS AND EVALUATION OF A READING IMPROVEMENT PROGRAM FOR MEDICAL LABORATORY ASSISTANT TRAINEES WHO NEEDED TO IMPROVE THEIR SKILLS IN ORDER TO SUCCEED IN THEIR TECHNICAL COURSE IS PRESENTED. THE STUDENTS WERE GIVEN TESTS OF VOCABULARY, COMPREHENSION, RATE, AND LISTENING COMPREHENSION. THEY KEPT RECORDS OF THEIR OWN PROGRESS, AND POST-TESTS…

This year-long study was conducted to investigate effects of various teacher accountability factors on reading achievement of first-grade pupils. Each of fifteen schools was assigned through randomized blocking procedures (blocking factors were reading achievement and percentage of minority students) to one of four levels of accountability.…

One hundred six freshman students were studied as to their performance on mathematics and reading tests in relation to their parents' education. These tests were local tests and were not based on national norms. Results showed that the mother's education influenced the test performance more than the father's, but both mother's and father's…

The purpose of this study was to explore the possibility that student achievement in reading is, in part, a function of the interaction between a student's level of tension and his learning environment. Possible relationships between absence and achievement, absence and group assignment, and absence and level of tension were also investigated. The…

Two memory tasks--a constructive memory task and a semantic retrieval task--were used with groups of good and poor readers in second grade, in an effort to determine what effect, if any, memory processes have on reading. (MP)