Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Behavioral Research and… | 3 |
| ProQuest LLC | 2 |
| Journal of School Psychology | 1 |
| National Center for Education… | 1 |
| Psychology in the Schools | 1 |
| Teaching English with… | 1 |
Author
| Alonzo, Julie | 3 |
| Tindal, Gerald | 3 |
| Burns, Matthew K. | 1 |
| Hudson, Roxanne F. | 1 |
| James, Laurie | 1 |
| Lail, Kathryn E. | 1 |
| Madyun, Na'im H. | 1 |
| Nettles, Stephen M. | 1 |
| Petscher, Yaacov | 1 |
| Rice, Shawnik Marie | 1 |
| Roehrig, Alysia D. | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
| Dissertations/Theses -… | 2 |
| Reports - Evaluative | 2 |
| Numerical/Quantitative Data | 1 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 8 |
| Grade 3 | 5 |
| Grade 1 | 3 |
| Early Childhood Education | 2 |
| Elementary Secondary Education | 2 |
| Kindergarten | 2 |
| Primary Education | 2 |
| Grade 2 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Grade 6 | 1 |
| More ▼ | |
Audience
| Researchers | 1 |
Location
| Florida | 1 |
| Pennsylvania | 1 |
| United Kingdom (Reading) | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 9 |
| Elementary and Secondary… | 1 |
| Race to the Top | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 2 |
| Florida Comprehensive… | 1 |
| Stanford Achievement Tests | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textJames, Laurie – Teaching English with Technology, 2014
The intention of this study was to establish if the third grade English Language Learners improved reading fluency when using the computerized Waterford Early Reading Program. This quantitative study determined the effectiveness of the Waterford Early Reading Program at two Title I elementary schools. Students not meeting Grade Level Expectations…
Descriptors: Computer Assisted Instruction, Reading Instruction, Reading Programs, English Language Learners
Direct linkRice, Shawnik Marie – ProQuest LLC, 2013
Student underachievement in kindergarten through Grade 3 continues to be a challenge in the Philadelphia School District. The purpose of this quantitative descriptive correlation study was to examine, using record archives from one Philadelphia school, whether there is a relationship between (a) reading achievement scores for the Dynamic…
Descriptors: Underachievement, Primary Education, Elementary School Students, Kindergarten
Utchell, Lynn Ann – ProQuest LLC, 2011
Despite significant regulations regarding the reading proficiency of students in the United States, more than half of students graduating high school are continually reading below proficiency (National Center for Education Statistics, 2010). In 2000 the National Reading Panel (NRP) identified phonemic awareness, phonics, fluency, vocabulary and…
Descriptors: Reading Fluency, Federal Legislation, Phonemic Awareness, Program Effectiveness
Roehrig, Alysia D.; Petscher, Yaacov; Nettles, Stephen M.; Hudson, Roxanne F.; Torgesen, Joseph K. – Journal of School Psychology, 2008
We evaluated the validity of DIBELS ("Dynamic Indicators of Basic Early Literacy Skills") ORF ("Oral Reading Fluency") for predicting performance on the "Florida Comprehensive Assessment Test" (FCAT-SSS) and "Stanford Achievement Test" (SAT-10) reading comprehension measures. The usefulness of previously…
Descriptors: Reading Comprehension, Reading Fluency, Reading Achievement, Reading Tests
National Center for Education Evaluation and Regional Assistance, 2009
The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the…
Descriptors: State Programs, Federal Legislation, Program Effectiveness, School Personnel
Silberglitt, Benjamin; Burns, Matthew K.; Madyun, Na'im H.; Lail, Kathryn E. – Psychology in the Schools, 2006
The No Child Left Behind Act of 2001 mandated statewide accountability testing and focused the accountability conversation on reading. Therefore, the current study examined the relationship between curriculum-based measurement for reading (R-CBM) and state accountability test scores, potential grade differences in relationship magnitude, and…
Descriptors: Federal Legislation, Grade 8, Grade 5, Grade 7
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
The No Child Left Behind Act of 2001 has increased the importance of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by…
Descriptors: Reading Fluency, Reading Comprehension, Vocabulary, Reading Tests
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
The No Child Left Behind Act of 2001 has increased the role of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by poverty,…
Descriptors: Reading Comprehension, Reading Fluency, Reading Achievement, Grade 4
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
This technical report provides data on the extent to which progress monitoring measures explain reading achievement. The four progress monitoring measures discussed are: letter sounding, phonemic segmentation, oral reading fluency, and comprehension given in either oral or written form. These measures were administered to first grade students in…
Descriptors: Reading Comprehension, Listening Comprehension, Reading Fluency, Phonemics
