Students who develop proficient reading skills are more likely to experience positive outcomes both in and beyond the school setting. If students start developing strong literacy skills at a young age, they are more likely to perform well in school and achieve academic success. Despite ongoing efforts to support students' development of reading…

"Setting the Foundation: A Report on Elementary Grades Reading in Tennessee" (ED572952) provides insight into the challenges associated with early grades reading in Tennessee, along with a set of recommendations for building more readers across the state. This appendix provides detailed information about reading programs in Tennessee…

The purpose of this project was to determine the relationship supplemental reading services had on first and second grade students who were identified in need of intervention services. Participants were from three elementary schools. Two of the schools received funding through Title I. The third school's supplemental reading services were funded…

The summer before the 2003-2004 year, the author was contacted by a district director of exceptional student education (ESE) about participating in a new program. She described it as a problem-solving method that would help them identify and provide interventions for K-2 students who were not making adequate progress in reading. The district would…

Classroom teachers and reading specialists have attempted to determine the most effective ways of working with struggling readers. Early intervention and quality instruction are the keys to assisting these struggling readers; however, determining how and where intervention-based instruction should occur is still a concern. Struggling readers need…

This report summarizes the evaluation of AISD's Literacy Support Plan for a comprehensive reading intervention initiative for kindergarten through grade 3 students during the 1999-2000 school year.