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Goldstein, Howard; Olszewski, Arnold; Haring, Christa; Greenwood, Charles R.; McCune, Luke; Carta, Judith; Atwater, Jane; Guerrero, Gabriela; Schneider, Naomi; McCarthy, Tanya; Kelley, Elizabeth S. – Grantee Submission, 2017
Purpose: Children who do not develop early literacy skills, especially phonological awareness (PA) and alphabet knowledge, prior to kindergarten are at risk for reading difficulties. We investigated a supplemental curriculum with children demonstrating delays in these skills.Method: A cluster randomized design with 104 preschool-age children in 39…
Descriptors: At Risk Students, Comparative Analysis, Curriculum, Developmental Delays
Chiu, Y. D. – Remedial and Special Education, 2018
We assessed the simple view of reading as a framework for Grade 3 reading comprehension in two ways. We first confirmed that a structural equation model in which word recognition, listening comprehension, and reading comprehension were assessed by multiple measures to inform each latent construct provided an adequate fit to this model in Grade 3.…
Descriptors: Reading Instruction, Reading Comprehension, Grade 3, Word Recognition
Southern Regional Education Board (SREB), 2010
To help students meet higher standards, all academic and career/technical teachers need to be willing and prepared to use reading, writing and mathematics as tools for learning across the curriculum. To do so, they must have access to ongoing professional development, literacy and numeracy coaching, shared strategies, and teamwork to make literacy…
Descriptors: Academic Education, Technical Education, Reading Achievement, Vocabulary
Greene, Jay P.; Winters, Marcus A.; Forster, Greg – 2003
Many states have implemented high-stakes testing since the enactment of the No Child Left Behind Act of 2001. Yet the question remains whether high-stakes tests effectively measure student proficiency. This report describes a study that compared results on high-stakes tests with results on other standardized tests not used for accountability…
Descriptors: Academic Achievement, Accountability, Achievement Gains, Educational Assessment
Cronin, John; Dahlin, Michael; Adkins, Deborah; Kingsbury, G. Gage – Thomas B. Fordham Institute, 2007
At the heart of the No Child Left Behind Act (NCLB) is the call for all students to be "proficient" in reading and mathematics by 2014. Yet the law expects each state to define proficiency as it sees fit and design its own tests. This study investigated three research questions related to this policy: (1) How consistent are various…
Descriptors: Federal Legislation, Mathematics Tests, Test Validity, Reading Tests