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Direct linkCenter for Research and Reform in Education, 2020
This brief provides a summary of Tier 3 or "promising" evidence of Istation's Early Reading program in improving K-3 student performance in reading and English language arts (ELA). This quasi-experimental study examined whether students who attended schools that piloted Istation's Early Reading program during the 2017-18 school year had…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Early Reading
Peer reviewedYaden, David B., Jr. – Literacy Research: Theory, Method, and Practice, 2023
The rhetoric of the reading wars has become more than just an armchair academic debate, but is encoded now in the very laws, house and senate bills, and legislative policies of the majority of the states. In turn, these policies are powered by staggering sums of money such as the 90-million-dollar investment of Fulton County, Georgia in a revamp…
Descriptors: Educational Legislation, Federal Legislation, Early Reading, Emergent Literacy
Gonzalez, Jorge E. – Journal of Psychoeducational Assessment, 2008
This article reviews "The Early Reading Diagnostic Assessment, Second Edition" (ERDA-Second Edition), a norm-referenced individually administered diagnostic measure of early reading skills as described in Reading First federal legislation (Part B, Subpart 1 of the Elementary and Secondary Education Act as amended by the No Child Left…
Descriptors: Test Results, Early Reading, Primary Education, Federal Legislation
Download full textNational Center for Education Evaluation and Regional Assistance, 2009
The No Child Let 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 five essential components of reading instruction. The program invested…
Descriptors: Reading Comprehension, Early Reading, Reading Achievement, Program Effectiveness
Orfield, Gary – Civil Rights Project at Harvard University (The), 2004
The No Child Left Behind Act of 2001 (NCLB) is the most significant and controversial change in federal education policy since the federal government assumed a major role in American education almost four decades ago. In many ways, it is the most startling departure in federal educational policy in American history. It is hard to imagine that…
Descriptors: Early Reading, United States History, Reading Instruction, Federal Government
McIntyre, Ellen; Powell, Rebecca; Coots, Kelly Bright; Jones, Deneese; Powers, Sherry; Deeters, Faye; Petrosko, Joe – Journal of Educational Research & Policy Studies, 2005
In the past few years many states in the U.S. have moved toward full implementation of the federal No Child Left Behind (NCLB) act. In doing so, schools have adopted "research-based" early reading models to implement Reading First, a salient component of NCLB. Through structured observations and interviews, the study team examined the…
Descriptors: Early Reading, Federal Legislation, Program Implementation, Professional Development
