The purpose of this quantitative casual-comparative research was to provide educators data pertaining to reading and the influence of classroom instructional setting on reading test scores. This study investigated if learning in a departmentalized instructional setting had a subsequent positive effect on fifth grade students' reading achievement…

Researchers have estimated that by 2030, two of every five American public school students will be acquiring English as second language learners (Shah & Cavanagh, 2012). Providing adequate means by which ELLs can obtain both English language and academic proficiency will be paramount if they are to be successful, contributing members of their…

This report summarizes existing evidence on the impact of mixed language classroom instruction, providing a summary of 2017 Austin Independent School District elementary students' performance on the state's reading test.

Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science…

In this study, we examined the degree to which the requirements in each state's teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL's reading outcomes on the National Assessment of Educational Progress. We found that…

Purpose The purpose of this study was to examine the difference between two bilingual program types: traditional early-exit and late-exit bilingual programs and academic achievement using archival data from the Texas Education Agency Public Education Information Management System. An examination of academic achievement rates across a 3-year period…

Every two years the National Assessment of Educational Progress (NAEP), "the Nation's Report Card," reports the nation's average reading and math scores in grades 4 and 8. Despite the strong focus on reading under the 2001 No Child Left Behind law, the recent 2009 reading scores were not statistically different from those of 2007, which…

Since No Child Left Behind was enacted, school districts have felt forced to focus on testing. Almost every curriculum decision is based on raising test scores. Under pressure to raise test scores, teachers are encouraged to implement strategies in their classrooms to prepare their students for the PSSA. No Child Left Behind has left school…

National testing standards have increased pressure on school personnel to identify and implement instructional practices that facilitate the academic achievement of at-risk students. No Child Left Behind legislation currently mandates that reading programs at the middle school level receiving federal funding must use scientifically validated…

The comparative effects of instruction in self-questioning, summarizing, and question-answer relations on reading comprehension test performance were studied with 49 juniors and seniors enrolled in a remedial reading course at Georgia State University. The objective was to find a method to help students pass a statewide college reading exit…

Literacy is a term that has been defined many ways, with definitions ranging from those that are very narrow to those that are very broad. Among the more wide sweeping was that of the 1991 National Literacy Act, which defined literacy as a wide range of language tasks associated with everyday life, including those "necessary to function on…