The Progress in International Reading Literacy Study (PIRLS) 2006 Assessment Framework and Specifications is intended as a blueprint for IEA's 2006 assessment of reading literacy. Concrete information about how well students can read provides policymakers and researchers in every country with insight on how to improve literacy and reading…

The purpose of scientifically-based research within No Child Left Behind (NCLB) is to identify and disseminate conclusive information on ?what works? in education, with an emphasis on determining what instructional input (curricula, instructional techniques) works to increase student outcomes such as academic achievement and language proficiency.…

In December 2000, the U.S. Department of Education awarded the Southwest Educational Development Laboratory (SEDL) a 5-year contract to develop and refine an educational reform model to help low-performing districts and schools improve student achievement in reading or mathematics. Drawing on over 3 decades of research, SEDL developed the Working…

With the apparent success of progress monitoring measures for reading growth in grades K-3, there is broad interest in the State of Florida in extending this assessment technology into the upper grades (4-12) for students who continue to perform below grade level on the reading portion of the Florida Comprehensive Assessment Test (FCAT). The…

This report summarizes evaluation results from AISD's Model Reading Intervention Program (MRIP) at grade 4 during the 2001-2002 school year.

Describes a study conducted to determine the relationship between change in attitude toward reading and sex, socioeconomic status, age, and achievement in reading skills. (TO)

Presents the results of a study of sex differences in reading achievement in four English-speaking nations, concluding that sex differences in reading ability as measured by tests may be related to cultural factors. (RB)

Discusses some of the problems of the culturally diverse and economically disadvantaged student in learning to read and achieving academic success. Several suggestions are offered as solutions for these problems. (TO)

Discusses the necessity for incorporating instruction in reading, content vocabulary, and organizational skills in a science curriculum. (Author/RK)

Notes the reading problems and reading demands of modern society; provides a four-step plan for community reading programs. (Author/RB)

Correlation analysis of reading score rankings of all the elementary, unified, and high school districts in Los Angeles County discloses a strong negative relation between proportion of minority students and rank, and proportion of students receiving welfare aid and rank. (JM)