Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Academically Gifted | 1 |
| Advanced Students | 1 |
| Educational Technology | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Individualized Instruction | 1 |
| Intervention | 1 |
| Middle School Students | 1 |
| Program Effectiveness | 1 |
| Reading Achievement | 1 |
| More ▼ | |
Source
| Journal of Educational… | 1 |
Author
| Haymon, Clarissa | 1 |
| Wilson, Andrea | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| Intermediate Grades | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Secondary Education | 1 |
Audience
Location
| Tennessee | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textHaymon, Clarissa; Wilson, Andrea – Journal of Educational Research and Practice, 2020
Guided by the theory of differentiated instruction, this quantitative study evaluated the effectiveness of Achieve 3000, a technology-enhanced program for differentiating reading instruction. Achieve 3000 was fully implemented with fidelity in a local middle school that has a large percentage of advanced learners. Archived reading scores of 120…
Descriptors: Reading Instruction, Individualized Instruction, Program Effectiveness, Middle School Students
