LXD Research analyzed data from 945 students in kindergarten who were Below or Well Below Benchmark at the beginning of the year and participated in using the Phonological Awareness (PA) Lessons Deluxe Package as an intervention in CA in Fall 2021. The product is a Tier 2 or Tier 3 intervention for grades K-2 that includes lessons and…

Although research related to the Science of Reading has documented the positive effects of explicit, systematic reading instruction for all students, students from historically marginalized groups often experience differential opportunities to learn and are likely to perform lower than their peers on large scale measures of reading achievement.…

RMC Research used a case study approach to document implementation of "Imagine Language & Literacy" and a correlational design to examine the relationship between student program usage and student academic achievement outcomes for students in grades K-2. "Imagine Language & Literacy" is a digital education program…

This study of advanced readers in Reading First (RF) classrooms was part of a larger evaluation of one state's RF implementation. The study's purposes were to (a) assess the longitudinal growth of advanced primary readers as compared with their non-advanced-reading peers over a 3-year timeframe and (b) determine the degree to which RF classrooms…

The American public school curriculum has narrowed as a result of the No Child Left Behind Act of 2001. Music is being eliminated in public schools so more time and resources can be spent on "tested" subjects like reading and math. However, research has shown that both the intrinsic and extrinsic values of music may improve reading…

The "No Child Left Behind" (NCLB) Act of 2001, Public Law 107-110 (U.S. Congress), was passed by Congress in response to perceived failure of the public school system to effectively educate students, particularly disadvantaged students in the United States. The relationship of NCLB school choice to student achievement has not been…

This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects--teacher background qualifications, attitudes, and instructional practices--to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background…

The "No Child Left Behind Act of 2001" (PL 107-110) established the Reading First (RF) Program (Title I, Part B, Subpart 1), a major Federal initiative designed to help ensure that all children can read at or above grade level by the end of third-grade. The legislation (Section 1205 of the Elementary and Secondary Education Act) requires…

In this article, the authors examined the effects of 1 year of supplemental instruction on first-grade children considered struggling readers on their phonics and reading comprehension achievement, along with second-grade children considered struggling readers on their reading comprehension achievement. This study included 196 children in 17…