Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs' impact on students' state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to…

Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs' impact on students' state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to…

The purpose of this study was to determine the extent to which early literacy measures administered in kindergarten and Oral Reading Fluency (ORF) measures administered in Grade 1 are related to and predict future state reading assessment performances up to 7 years later. Results indicated that early literacy and ORF performances were…

This study examined the utility of curriculum-based measures of oral reading fluency (ORF) to distinguish between gifted and general education students. Differences in reading proficiency and growth rate were assessed using cross-sectional data from more than 900 students in second through fifth grade who regularly participated in their district's…

Students who have the ability of working through text, while at the same time comprehending what they read, increase the likelihood of school success and lifelong learning (Johnson, 2006). In primary grades, teachers understand that students are learning how to read and in intermediate grades, students are reading to learn new knowledge about a…

This article reports on a large scale randomized controlled trial to study the efficacy of a web-based intelligent tutoring system for the structure strategy designed to improve content area reading comprehension. The research was conducted with 128 fifth-grade classrooms within 12 school districts in rural and suburban settings. Classrooms within…

The purpose of this study was to see if students made gains in reading achievement in the area of reading comprehension by having used a computerized reading instructional program entitled "READ 180RTM." The researcher included a qualitative component to gather teacher and parent perceptions of the use of this program. The theoretical…

Concurrent and predictive validity between the Retell Reading Rubric (RRR), Oral Reading Fluency (ORF), an adaptation of the DIBELS Retell Fluency (RTF-A), and a state assessment emphasizing reading comprehension were examined across students in grades 3 and 5. Results showed the RRR to have moderate and statistically significant relationships to…

We examined relations between symbolic and non-symbolic numerical magnitude representations, between whole number and fraction representations, and between these representations and overall mathematics achievement in fifth graders. Fraction and whole number symbolic and non-symbolic numerical magnitude understandings were measured using both…

In this technical report, we describe a study examining the internal structures of the easyCBM reading measures, Grades K-5. Data were gathered from a convenience sample of 114 Kindergarten students, 43 first graders, 82 second graders, 100 third graders, 109 fourth graders, and 71 fifth graders attending schools in Oregon, Georgia, South…

As part of state transitions to college- and career-ready (CCR) standards, including the Common Core State Standards in more than 40 states (NGA & CCSSO, 2010), states are for the first time administering new summative assessments aligned to those standards and aiming for a higher bar in assessment quality. For a majority of states, this means…

A mixed-methods study was conducted to determine if extra reading practice incorporated into fifth-and sixth-grade social studies and science content classes would have a positive impact on reading assessments for readers at risk. At-risk readers' independent reading levels were assessed using Dynamic Indicator of Basic Early Literacy Skills or…

The purpose of this study is to identify the self-reported research-based instructional and assessment practices used by third through fifth grade teachers among rural school environments in Western Pennsylvania which have attained Adequate Yearly Progress (AYP) pursuant to statewide assessments. Specifically, this study examines the…

Despite a quarter-century of reform, US schools serving students in poverty continue to lag far behind other schools. There are proven programs, but these are not widely used. This large-scale experiment evaluated a district-level reform model created by the Center for DataDriven Reform in Education (CDDRE). The CDDRE model provided consultation…

Since No Child Left Behind was enacted, school districts have felt forced to focus on testing. Almost every curriculum decision is based on raising test scores. Under pressure to raise test scores, teachers are encouraged to implement strategies in their classrooms to prepare their students for the PSSA. No Child Left Behind has left school…