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) | 2 |
Descriptor
| Alphabets | 2 |
| Kindergarten | 2 |
| Literacy | 2 |
| Reading Instruction | 2 |
| Teaching Methods | 2 |
| Achievement Gains | 1 |
| Active Learning | 1 |
| African American Students | 1 |
| Asian American Students | 1 |
| Benchmarking | 1 |
| Check Lists | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 2 |
| Tests/Questionnaires | 2 |
| Journal Articles | 1 |
| Numerical/Quantitative Data | 1 |
Education Level
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
| Grade 1 | 1 |
Audience
Location
| North Carolina | 2 |
Laws, Policies, & Programs
Assessments and Surveys
| Dynamic Indicators of Basic… | 1 |
| Early Childhood Longitudinal… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJordan, Rebecca Lee Payne; Bratsch-Hines, Mary – Literacy Research and Instruction, 2020
Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and…
Descriptors: Kindergarten, Grade 1, Early Childhood Teachers, Knowledge Level
Download full textPaeplow, Colleen – Wake County Public School System, 2015
In 2013-14, Letterland had strong implementation, with moderate to high fidelity within approximately 90% of Wake County Public School System (WCPSS) K-1 classrooms. The impact of Letterland on students' reading achievement was neutral to positive. A significantly higher percentage of WCPSS kindergarten students were at or above benchmark mid-year…
Descriptors: Reading Achievement, Reading Instruction, Program Descriptions, Program Implementation
