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McAllister, Deborah A., Ed. – Online Submission, 2021
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…
Descriptors: Action Research, Educational Research, Secondary Education, Social Studies
Diana Dawn Thill – ProQuest LLC, 2022
Fewer than half of students demonstrated proficiency on Michigan state-administered summative assessments at the end of third grade at a rural, Title I school in Michigan. The purpose of this quantitative study was to compare reading fluency gains between grade levels (i.e., kindergarten, first, and second grades) in an effort to better understand…
Descriptors: Achievement Gains, Response to Intervention, Kindergarten, Grade 1
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Kuhfeld, Megan; Soland, James – Journal of Research on Educational Effectiveness, 2021
Important educational policy decisions, like whether to shorten or extend the school year, often require accurate estimates of how much students learn during the year. Yet, related research relies on a mostly untested assumption: that growth in achievement is linear throughout the entire school year. We examine this assumption using a dataset…
Descriptors: Growth Models, Reading Achievement, Mathematics Achievement, Achievement Gains
Schechter, Rachel L.; Lynch, Alicia D. – Online Submission, 2023
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…
Descriptors: Kindergarten, Phonological Awareness, Learning Experience, Educational Legislation
Mariann Lemke; Dan Murphy; Aaron Soo Ping Chow; Hayley Spencer; Angela Zhang – WestEd, 2023
Beginning with the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began collecting literacy screening assessment data from schools and districts participating in certain state grants. Screening assessment benchmark scores were available for just over 35,000 unique students across 2020/21 and 2021/22,…
Descriptors: Screening Tests, Emergent Literacy, Disadvantaged, English Language Learners
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Helsloot, Angela – Research-publishing.net, 2022
In this case study, Angela Helsloot, Principal at Allambie Heights Public School, on the Northern Beaches of Sydney, uses data from standardised tests and benchmark reading assessments across the school to show the positive impact that Sounds-Write instruction has had in Kindergarten and Year 1. [For the complete volume, "Systematic Synthetic…
Descriptors: Case Studies, Standardized Tests, Benchmarking, Reading Tests
Gray, Abigail; Sirinides, Philip; Fink, Ryan; Bowden, Brooks – Consortium for Policy Research in Education, 2020
Helping young children become proficient readers is a critical goal. Research tells us that students who experience difficulty reading in the early years of school often struggle to catch up (Stanley, Petscher, & Catts, 2018; Ozernov, Palchik et al., 2016; Cunningham & Stanovich, 1997; Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher,…
Descriptors: Young Children, Instructional Effectiveness, Reading Comprehension, Curriculum Evaluation
Cummings, Kelli D.; Smolkowski, Keith; Baker, Doris Luft – Learning Disability Quarterly, 2021
Universal screening is a critical component of school-based prevention systems. Screening data enable educators to target students for supplemental intervention, align resources to meet needs, and identify students who may be at risk for learning disabilities. One major requirement of the screening process is that all students are included to gain…
Descriptors: Emergent Literacy, Reading Difficulties, Learning Disabilities, Screening Tests
Griffith Sutton, LeKeisha Antronette – ProQuest LLC, 2018
A balanced assessment system is vital to the instructional process in all schools. This system includes both formative and summative assessment measures. Both assessments provide data that can inform curriculum design and the instructional process. The purpose of this study was to examine the predicative validity of formative diagnostic and…
Descriptors: Grade 3, Reading Tests, Reading Achievement, Elementary School Students
Levine, Keri – ProQuest LLC, 2022
Decades of research in the science of reading suggest that using scientifically based reading practices that are aligned with the science of reading will help improve literacy. Literacy is a necessary skill and is critical for a child's overall development. How well children learn to read in school can impact their future success. This mixed…
Descriptors: Reading Research, Reading Comprehension, Phonemic Awareness, Phonological Awareness
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de Koning, Björn B.; Wassenburg, Stephanie I.; Ganushchak, Lesya Y.; Krijnen, Eke; van Steensel, Roel – First Language, 2020
The ability to deduce implicit information about relations in a text (i.e., inferencing) is essential to understanding that text. Hence, there is increasing attention for supporting inferencing skills among children in early literacy programs including shared book reading interventions. This study investigated whether embedding scripted…
Descriptors: Inferences, Intervention, Parent Child Relationship, Story Reading
Alonzo, Julie; Anderson, Daniel – Behavioral Research and Teaching, 2018
In this technical report, we present results of classification accuracy analyses to identify cut scores to optimize sensitivity and specificity for the easyCBM literacy assessments in Kindergarten through Grade 2. In conducting these analyses, we used the following approach: We kept sensitivity above 0.80 and maximized specificity from there. If…
Descriptors: Accuracy, Curriculum Based Assessment, Response to Intervention, Kindergarten
Horton, Sherron Shawon – ProQuest LLC, 2019
The Mississippi State Department of Education (MDE) adopted a state assessment in 2014 to measure early literacy skills for incoming kindergarten students (Mississippi Joint Legislature Committee on Performance Evaluation and Expenditure Review [PEER], 2015). The purpose of this study was to determine the effects of early childhood education (ECE)…
Descriptors: Outcomes of Education, Early Childhood Education, Emergent Literacy, Kindergarten
Office of English Language Acquisition, US Department of Education, 2021
The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet provides the following data on ELs in the United States over the 2017-2018 school year: (1) Percentage of Students Enrolled in K-12 Who Are English Learners; (2) English Language…
Descriptors: Profiles, Student Characteristics, English Language Learners, Kindergarten
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Strauss, Lauren I.; Peterson, Matthew S.; Kidd, Julie K.; Choe, Jihyae; Lauritzen, Hans Christian; Patterson, Allyson B.; Holmberg, Courtney A.; Gallington, Debbie A.; Pasnak, Robert – Journal of Educational Research, 2020
To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning,…
Descriptors: Emergent Literacy, Mathematics Instruction, Social Studies, Kindergarten
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