Students at an elementary school in urban Georgia scored below grade level in comprehension on the state's end-of-the-year assessment. School leadership implemented Lexia Core5, a blended learning program. The purpose of this quantitative study was to determine the effect of the Lexia Reading Core5 program on the reading comprehension skills of…

The purpose of this study was to examine associations between attendance in Georgia's Pre-K Program and children's academic and social outcomes through third grade. This report includes a sub-study that incorporates a comparison group of children who did not attend any pre-k program. This report focuses on third grade outcomes, but it also…

This report summarizes results from the Georgia's Pre-K Longitudinal Study Third-Grade Report. The study followed a representative sample of children (n=1,169) from their pre-k experience (2013-2014) through the third grade (2017-2018). Study components include: (1) Standardized child assessments that measure skills across learning domains. By…

The Afterschool Alliance, in partnership with Dollar General Literacy Foundation, is proud to present this issue brief examining the vital role afterschool programs play in building students' literacy skills. This issue brief will focus on the year-round support needed to help students with their reading, writing and critical thinking skills. This…

Requirements of No Child Left Behind have caused tremendous interest in the effectiveness of preschool education programs. Intervention programs such as Head Start have existed for children with academic, social, or emotional delays. These programs provided services to help remediate deficits that are often observed in children from less…

An innovative DVD of classic nursery rhymes and stories empowered at-risk kindergarten children to control in the home when and how much they listen, promoting better listening, reading, and overall literacy comprehension skills. Coupled with modest teacher training, and limited use in the classroom, the DVD generated dramatic vocabulary growth in…

Reading comprehension--the ability to understand the meaning of text--is a foundational ability that enables children to learn in school and throughout life. Children who struggle with reading comprehension in the third or fourth grade are at high risk for dropping out of school, with detrimental effects on their future employment, income, and…

As part of a renewed focus on early childhood mathematics education, researchers have recently called for increased attention to preschool mathematics curricula. This article, which is based on a multiyear ethnographic study in a rural preschool primarily serving African American children, contributes to this area of interest by documenting the…

The lack of effective reading programs for middle school students has become a focal point for many school systems. Previous research in this area has been focused on elementary grade levels (1st through 5th), but few studies have explored the impact of reading interventions for adolescent students. The purpose of this study was to examine the…

The ability to read fluently is a critical skill that allows the reader to concentrate on the meaning of the text. It also can contribute to a successful reading experience. However, students with physical disabilities may have difficulty reading fluently due to any number of functional, psychosocial, or environmental factors that can accompany a…

According to the National Assessment of Educational Progress, reading skills for African American male students in Grades 4 and 8 have improved over the past decade. However, a significant reading achievement gap still exists between African American male students and their European American counterparts. The purpose, as well as the central…

The Georgia Criterion-referenced Tests are designed to measure a core group of essential basic skills at key points throughout the educational development of students. This monograph reports test results for grades one, four, eight, and ten. Results are presented by graphs and figures, with brief narrative summaries. Information is provided on:…

The second year evaluation of Georgia's Reading First Program primarily addresses the question of the program's effect on students' reading achievement. How schools implemented Reading First is also discussed. The results from the evaluation are, for the most part, positive and support the continuation of the program. The achievement data…

As part of the final year evaluation of the Reading First Program, the Georgia Department of Education (GDOE) continued to follow the achievement of the original group of Reading First schools during the 2000-2001 school year. The final evaluation focuses primarily on the Reading First program's effect on students' reading achievement. Information…