Learning to read by the end of third grade is a pathway to a successful life (Keesler, 2019). Research by the Annie E. Casey Foundation shows that students who are not reading proficiently by the end of third grade are four times more likely to drop out of high school and are ineligible for a majority of jobs in the United States (Hernandez,…

In this study, we examine the association between attending a Non-Formal Learning Center (NLFC) in Sokoto and Bauchi states for at least nine months and reading outcomes for out-of-school children (OOSC) who are mainstreamed into formal schooling by grade 4 (P4). We use Hierarchical Linear Modeling with data from 1,116 pupil Early Grade Reading…

We examined the associations between teachers' knowledge of language and literacy constructs, perceived ability to teach early literacy skills, instructional practice, and students' early reading outcomes. The results showed that teacher knowledge predicted quality of instruction, but neither quality of instruction nor teacher knowledge were…

It is evident from the PISA 2018 results that a trend in mean performance in reading has been declining in the Slovak Republic. The KEGA Project "Idioms in Business Communication", run at the Department of English Language, aims at improving reading literacy, widening formal and informal vocabulary and facilitating business…

The Progress in International Reading Literacy Study (PIRLS) is an international comparative study of student performance in reading literacy at the fourth grade. PIRLS 2016 marks the fourth iteration of the study, which has been conducted every 5 years since 2001. New to the PIRLS assessment in 2016, ePIRLS provides a computer-based extension to…

A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title…

Many arguments have been advanced in the context of the predictive correlation between learning strategies and reading achievement. There is insufficient understanding, however, of the subtle ways in which different types of learning strategies (i.e. memorisation, elaboration and control strategies) function in facilitating students' reading…

The "PIRLS 2016 Assessment Framework, 2nd Edition" provides the foundation for the three international assessments planned as part of the International Association for the Evaluation of Educational Achievement's Progress in International Reading Literacy Study (PIRLS) 2016: PIRLS, PIRLS Literacy, and ePIRLS. PIRLS represents the…

In 2012, the Ministry of Education, Afghanistan, engaged the Australian Council for Educational Research (ACER) as a partner to support the development of a national learning assessment program in Afghanistan. To achieve this goal, the Learning Assessment unit of the Ministry of Education and ACER have collaborated to design and implement the…

The Bill and Melinda Gates Foundation invested in the Literacy Design Collaborative (LDC) as one strategy to support teachers' and students' transition to the Common Core State Standards (CCSS) in English language arts. This report provides an early look at the implementation of LDC in eighth-grade history/social studies and science classes in two…

The "U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide" provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading Literacy Study (PIRLS) 2011 in the United States and the nine participating benchmarking states:…

This NFER report has been produced for the Education Endowment Foundation and its evaluation of a speaking and listening intervention combining two programmes: the Vocabulary Enrichment Intervention Programme (VEIP) and the narrative Intervention Programme (NIP). The intervention was used with pupils who needed extra support to improve their…

An effective reading comprehension process demands a strategy to enhance the cognitive ability to digest text information in the effort to elicit meaning contextually. In addition, the role of emotions also influences the efficacy of this process, especially in narrative text comprehension. This quasi-experimental study aims to observe students'…

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…

Because developing reading literacy ability is vital to every student's growth and maturation, the International Association for the Evaluation of Educational Achievement, more widely known as IEA, has been conducting regular international assessments of reading literacy and the factors associated with its acquisition in countries around the world…