The What Works Clearinghouse (WWC) has updated its 2009 intervention report for SuccessMaker®, a set of computer-based courses designed to supplement regular K-8 reading instruction. The program is designed to improve skills in areas such as concepts of print, phonological awareness, phonics, fluency, vocabulary, comprehension, grammar, and…

Using extant data, the purpose of this study is to examine methods for determining response to intervention (RTI) in a sample of kindergarten English Learners (ELs). Three commonly used methods for determining RTI--(a) benchmark criteria, (b) slope discrepancy, and (c) dual discrepancy--are investigated. Participants included 117 ELs. Students…

To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now…

"Success for All" ("SFA")[R] is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight. Its underlying premise is that all children can and should be reading at grade level by the end of third grade and then remain at grade…

"Earobics"[R] is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters. "Earobics[R] Foundations" is a version for pre-Kindergarten, Kindergarten, and first graders. "Earobics[R]…

This article evaluates 2 technology applications for teaching beginning reading. One, embedded multimedia, involves brief phonics and vocabulary videos threaded through teachers' lessons. The other, computer-assisted tutoring, helps tutors with planning, instruction, and assessment. An experiment in 2 high-poverty, high-minority Success for All…

Visual Phonics is an instructional program to provide print awareness, alphabet knowledge, and sound-letter correspondence for children with hearing loss who experience difficulty developing a foundation of phonemic awareness skills. Its purpose is "to clarify the sound symbol relationship between spoken English and print" (Waddy-Smith…

Controversy rages over whole-language/phonics approaches to reading instruction, giving critics great school-bashing opportunities. Districts that have successfully incorporated whole language generally have planned for change, involved parents, proceeded slowly, built in ongoing professional development, provided adequate resources, reassured…

Distressed by media headlines trumpeting supposed "reading-and-writing wars," a reading education professor discusses his Delphi survey of 11 reading experts. Experts agreed that emphasizing only phonics instruction and drill-and-practice would make learning to read difficult. Reading would be facilitated by bringing together…

Highlighting three exemplary schools, Steve Lacayo defines a good school as a visionary community of parents, teachers, and students. Afterschool programs, accessible technology, small classes, and improved teacher training are essential ingredients. Other articles discuss related issues: vouchers, standards, the phonics/whole-language debate,…