In this exploratory quasi-experimental case study, we assessed the promise of a yearlong supplemental reading intervention with a small pilot group of at-risk first grade readers in an elementary school setting. Using standardized measures of reading proficiency, we found that after 47 hours of one-on-one tutoring instruction, students read…

This study evaluated the quality of the research and evidence base for using response cards to increase opportunities to respond (OTR) for students with and without disabilities at the elementary level (i.e., kindergarten through Grade 5). Using quality indicator criteria for single-case research, six single-case studies investigating response…

In this study, methodology and theory were linked to explicate the nature of education practice within schools facing exceptionally challenging circumstances (SFECC) in Trinidad and Tobago. The research design was an iterative quan>QUAL-quan>qual multi-method research programme, consisting of 3 independent projects linked together by overall…

This article reviews the development of the Early Grade Reading and Mathematics Assessments (EGRA and EGMA), which are locally tailored, timely assessments designed to directly inform policy and instruction for learning improvement, particularly for countries on the lower end of the income spectrum. The history of the design and implementation of…

In South Africa, the development of the 2001 White Paper No. 5 on Early Childhood Development (ECD) has been an instrumental policy in the development of changes to assist in preparing children for formal schooling, along with a strong focus on early childhood education. However the extent to which these are being enacted is relatively unknown.…

Educational disparities exist between English language learners (ELLs) and native English-speaking students. Evidence suggests that, by fourth grade, 35% of ELLs, compared to their native English-speaking peers, are behind in math, and 47% are behind in reading. There is also evidence to suggest that these lower achievement scores are impacted by…

This case study examined ways elementary school students from diverse populations (minorities and children from low socioeconomic status environments) were included in a talent development program, and determined if that inclusion proved to be beneficial for gifted identification. With intentional regard for the idea of talent development, this…