This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003-2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005-2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform…

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. The TRI was delivered via an innovative…

In this study we investigated reading development from kindergarten to third grade for 1,913 economically disadvantaged children from the Early Childhood Longitudinal Study-Kindergarten Cohort. Characteristics of the child, the family, classroom instruction, and school composition were used to model influences from multiple levels of children's…

To reach the national goal that all children in the United States will read at an appropriate level by the end of third grade, the Center for the Improvement of Early Reading Achievement (CIERA) has studied the reading growth of children in preschool and primary classes, both in and out of school. Our framework suggests that children need to…

This article reviews research conducted at the Center for the Improvement of Early Reading Achievement that investigated the effects of home, community, school, and teacher factors on students' reading achievement. First, we review studies that highlight the importance of positive school-home partnerships and open communication between schools and…

One of the most rapidly developing areas of educational innovation involves the texts available to young readers and their teachers, leading to a host of new issues regarding the characteristics and roles of text that support young children's learning. This article describes research conducted by investigators at the Center for the Improvement of…

The purpose of this article is to review the research on policy and professional development undertaken by the Center for the Improvement of Early Reading Achievement (CIERA) and to suggest how this work has advanced knowledge in these areas. This research provides a base for understanding the relations between effective teaching and learning in…

Validation of a classroom observation measure for use with English Learners (ELs) in grade 1 was the focus of this study. Fourteen teachers were observed during reading and language arts instruction with an instrument used to generate ratings of instructional quality on a number of dimensions. In these classrooms we assessed the reading…

Assessment of early reading development is important for all stakeholders. It can identify children who need special instruction and provide useful information to parents as well as summative accounts of early achievement in schools. Researchers at the Center for Improvement of Early Reading Achievement (CIERA) investigated early reading…

Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early…