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Direct linkKamika D. Dixon – ProQuest LLC, 2024
The purpose of this study was to examine how the implementation of the Wilson's Language Training program, Fundations, influences the reading growth of first-grade graders. Reading proficiency at the school in this study was quite low at six percent. During the intervention, emphasis was placed on phonemic awareness. The Wilson's Fundations…
Descriptors: Reading Achievement, Low Achievement, Institutional Characteristics, Grade 1
Peer reviewedSmith, Jamie A.; Bell, Sherry Mee; Philippakos, Zoi A.; Park, Yujeong – Reading & Writing Quarterly, 2023
The purpose of this study was to examine the relationships between student perceptions of a "good reader" and their reading performance. A total of 100 students (grades 1-8) who attended an after-school program for low-income youth completed the Student Perceptions of a Good Reader Scale (SPGRS) that includes two subscales:…
Descriptors: Student Attitudes, Reading Achievement, Elementary School Students, Middle School Students
Download full textDouglas D. Ready; Sierra G. McCormick; Rebecca J. Shmoys – Annenberg Institute for School Reform at Brown University, 2024
This paper describes a 12-week cluster randomized controlled trial that examined the efficacy of BookNook, a virtual tutoring platform focused on reading. Cohorts of first- through fourth-grade students attending six Rocketship public charter schools in Northern California were randomly assigned within grades to receive BookNook. Intent-to-Treat…
Descriptors: Computer Assisted Instruction, Instructional Effectiveness, Tutoring, Reading Achievement
Morrison, Jennifer D.; Wang, Chuang; Costa, Priscila J. B. M. – Journal of Urban Learning, Teaching, and Research, 2022
The Charlotte Bilingual Preschool (CltBP), situated in the 17th largest urban area of the US, has found itself at the intersection of its community's agendas to provide high quality preschool services to Spanish-speaking families, improve opportunities for upward mobility, and foster literacy gains for children from birth through third grade. This…
Descriptors: Reading Achievement, Mathematics Achievement, Elementary School Students, Spanish Speaking
He, Wei – NWEA, 2022
This report documents the norming study procedure used to produce the achievement and growth user norms for English MAP Reading Fluency Foundational Skills. It also provides snapshots of the achievement and growth norms for each grade and domain.
Descriptors: Reading Achievement, Achievement Gains, Achievement Tests, Reading Tests
Rachel L. Schechter; Anna Robinson; Manvi Teki – Online Submission, 2024
This study investigates the impact of the MindPlay Reading program on student literacy achievement in Dayton City Schools, Ohio, during the 2021-2022 academic year. A correlational analysis was conducted in collaboration with LXD Research to examine the relationship between MindPlay usage and student outcomes on literacy assessments. The sample…
Descriptors: Achievement Tests, Cognitive Processes, Play, Theory of Mind
NWEA, 2022
This technical report documents the processes and procedures employed by NWEA® to build and support the English MAP® Reading Fluency™ assessments administered during the 2020-2021 school year. It is written for measurement professionals and administrators to help evaluate the quality of MAP Reading Fluency. The seven sections of this report: (1)…
Descriptors: Achievement Tests, Reading Tests, Reading Achievement, Reading Fluency
Garret J. Hall; Mitchell A. Markham; Meghan McMackin; Elizabeth C. Moore; Craig A. Albers – Grantee Submission, 2022
The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study…
Descriptors: Elementary School Students, English Language Learners, Language Proficiency, Curriculum Based Assessment
Garret J. Hall; Mitchell A. Markham; Meghan McMackin; Elizabeth C. Moore; Craig A. Albers – School Psychology Review, 2022
The current study examined the validity of curriculum-based measures (CBM) in mathematics computation (M-COMP) and oral reading fluency (R-CBM) in predicting spring mathematics and reading performance level and performance risk (>1 SD below the national mean) among students classified as English Learners (ELs). Additionally, the current study…
Descriptors: Elementary School Students, English Language Learners, Language Proficiency, Curriculum Based Assessment
Zhanxia Yang; Patricia Moore Shaffer; Courtney Hagan; Parastu Dubash; Marina Bers – Grantee Submission, 2023
The aim of this study was to explore how the Coding as Another Language using ScratchJr (CAL-ScratchJr) curriculum, developed by Boston College's DevTech Research Group utilizing the ScratchJr app, impacted second grade students' computational thinking, coding skills, and reading comprehension. To accomplish this, the research team randomly…
Descriptors: Coding, Programming Languages, Computer Science Education, School Districts
