While policymakers have demonstrated considerable enthusiasm for "science of reading" initiatives, the evidence on the impact of related reforms when implemented at scale is limited. In this pre-registered, quasi-experimental study, we examine California's recent initiative to improve early literacy across the state's lowest-performing…

In education, it is possible to find dozens of examples of "forced" reading incentive programs that categorize student reading levels, provide limited reading lists coordinated with those reading levels, assess student reading through computer-based tests, and award tangible prizes when they pass the test. Those who perform best get the most…

Premier League Reading Stars (PLRS) is in its eighth year. To complement a pre-post quantitative survey, an impact evidence base was required to inform consideration of continued funding into 2011 and beyond. PLRS is very highly regarded among child participants, parents, and librarians. The structure of the scheme, its basis on football, and the…

This report presents early findings from the Enhanced Reading Opportunities (ERO) study--a demonstration and rigorous evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. focuses on the first of two cohorts of ninth-grade students who will…

Extensive evidence exists demonstrating the benefits of repeated readings (RR) interventions at increasing students' fluency on intervention passages. Few studies however have examined the extent to which repeatedly reading one passage improves students' reading fluency on similar passages. Using an alternating treatment design, we examined the…

State education departments, in discussions with Regional Educational Laboratory (REL) Southeast, identified low reading achievement as a critical issue for their students and expressed an interest in identifying effective strategies to promote the foundational skills in young students that might improve reading achievement. The Mississippi…

Charter school administrators weathered start-up woes, among them challenging students with unmet needs, verbal assaults, dwindling student enrollment, and a first-year budget deficit exceeding $200,000 to implement a reading improvement strategy that holds promise for helping at-risk students read better, a point particularly underscored…

Suggests that adult basic skills programs may be ineffective for developing the kinds of literacy proficiencies assessed by the National Adult Literacy Survey--reading and understanding prose and documents materials and texts containing quantitative information. Discusses why basic skills education may not lead to improved literacy skills. Offers…

Describes the "Failure Free Reading Program," based on effective principles identified in research on successful reading programs. Key steps in teaching word recognition and comprehension skills include previewing, listening, presenting content from the story, reading, and reviewing the story. Significant differences in performance were found.…

Reviews research concerning sustained silent reading and lists factors that are important in determining whether such a reading program is successful. (FL)

Focuses on the relationship between the development of segmental awareness and dyslexia. Finds that students in two training programs that taught the skills required to use phonemes performed as well as normal readers on phoneme segmentation tasks. Notes that the improvements were correlated in dictation but not in reading. (RS)

This study was designed to determine whether third-year pupils in a reading center project maintained their reading gains 16 months after leaving the program. Subjects consisted of two control groups and an experimental group--a random sample of third-year pupils enrolled at the reading center during the fall of the 1972-1973 school year.…

Presents data from a family literacy program, called the Toyota Families for Learning Program, and compares it to data from programs that focus primarily on adults or on children, but not both. Discusses outcomes for adults, and outcomes for children, and finds results to be promising but not definitive. (SR)

Presents survey results of 183 teachers in 13 elementary schools regarding read-aloud practices, stated benefits of reading aloud, favorite titles selected for reading aloud (grades k-6), and recommendations for planning read-aloud sessions. (NH)