Search results for: reading-first-impact-study

Reading First Impact Study

Author : Beth C. Games
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Reading First Impact Study Final Report NCEE 2009 4038

Author : Beth C. Gamse
File Size : 28.76 MB
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This report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 established Reading First (RF) and mandated its evaluation. This report examines the impact of Reading First funding on 248 schools in 13 states and includes 17 school districts and one statewide program for a total of 18 sites. The study includes data from three school years: 2004-05, 2005-06 and 2006-07. Key findings include: (1) Reading First produced a positive and statistically significant impact on amount of instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension) in grades one and two; (2) Reading First produced positive and statistically significant impacts on multiple practices that are promoted by the program, including professional development in scientifically based reading instruction (SBRI), support from full-time reading coaches, amount of reading instruction, and supports available for struggling readers; (3) Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three; and (4) Reading First produced a positive and statistically significant impact on decoding among first grade students tested in one school year (spring 2007). Findings are generally consistent with findings presented in the study's Interim Report. Although the study finds, on average, that after several years of funding, the Reading First program has a consistent positive effect on reading instruction yet no statistically significant impact on student reading comprehension, findings based on exploratory analyses do not provide consistent or systematic insight into the pattern of observed impacts. Following the executive summary, detailed information is supplied in three sections: (1) Overview of the Reading First Impact Study; (2) Impact Findings; and (3) Exploratory Analyses of Variations in Impacts and Relationships Among Outcomes.) Seven appendixes are included: (1) State and Site Award Data; (2) Methods; (3) Measures; (4) Confidence Intervals; (5) Analyses of Impacts and Trends Over Time; (6) Analysis of Student Exposure to Reading First; and (7) Subgroup Analyses. (Contains 164 footnotes and 90 exhibits.) [For the interim summary of this study, see ED501219. For the full interim report, see ED501218. For the final summary of this report, see ED503345.].

Reading First Impact Study

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Reading First Impact Study

Author : Beth C. Gamse
File Size : 37.47 MB
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This report presents preliminary findings from the Reading First Impact Study, a congressionally mandated evaluation of the federal government initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 (NCLB) established Reading First and mandated its evaluation. This document is the first of two reports: it examines the impact of Reading First funding in 2004-05 and 2005-06 in 18 sites across 12 states. The report examines program impacts on students' reading comprehension and teachers' use of scientifically based reading instruction. Key findings are that: (1) On average, estimated impacts on student reading comprehension test scores were not statistically significant; (2) On average, Reading First increased instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension); (3) Average impacts on reading comprehension and classroom instruction did not change systematically over time as sites gained experience with Reading First; and (4) Study sites that received their Reading First grants later in the federal funding process experienced positive and statistically significant impacts both on the time first and second grade teachers spent on the five essential components of reading instruction and on first and second grade reading comprehension, in contrast to study sites that received their Reading First grants earlier in the federal funding process, where there were no statistically significant impacts on either time spent on the five components of reading instruction or on reading comprehension scores at any grade level. The final report is due in early 2009, and will provide an additional year of follow-up data, and will examine whether the magnitude of impacts on the use of scientifically based reading instruction is associated with improvements in reading comprehension. Eight appendixes are included: (1) State and Site Award Data; (2) Methods; (3) Measures; (4) Additional Exhibits for Main Impact Analyses; (5) Confidence Intervals for Main Impact Estimates; (6) Graphs of Site-By-Site Impact Estimates; (7) Additional Exhibits for Subgroup Analyses; and (8) Alternative Moderators of Reading First Impacts. (Contains 55 footnotes and 106 exhibits.) [This report was produced by the National Center for Education Evaluation and Regional Assistance. For the Executive Summary of this report, see ED501219.].

Departments of Labor Health and Human Services Education and Related Agencies Appropriations for 2008

Author : United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
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Departments of Labor Health and Human Services Education and Related Agencies Appropriations for 2006

Author : United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
File Size : 88.4 MB
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Departments of Labor Health and Human Services Education and Related Agencies Appropriations for 2006 Department of Education

Author : United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
File Size : 82.7 MB
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Departments of Labor Health and Human Services Education and Related Agencies Appropriations for 2005

Author : United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
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The Routledge Handbook of Literacy Studies

Author : Jennifer Rowsell
File Size : 74.92 MB
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The Routledge Handbook of Literacy Studies offers a comprehensive view of the field of language and literacy studies. With forty-three chapters reflecting new research from leading scholars in the field, the handbook pushes at the boundaries of existing fields and combines with related fields and disciplines to develop a lens on contemporary scholarship and emergent fields of inquiry. The Handbook is divided into eight sections: The foundations of literacy studies Space-focused approaches Time-focused approaches Multimodal approaches Digital approaches Hermeneutic approaches Making meaning from the everyday Co-constructing literacies with communities This is the first handbook of literacy studies to recognise new trends and evolving trajectories together with a focus on radical epistemologies of literacy. The Routledge Handbook of Literacy Studies is an essential reference for undergraduate and postgraduate students and those researching and working in the areas of applied linguistics and language and literacy.

Handbook of Research on Reading Comprehension Second Edition

Author : Susan E. Israel
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This esteemed reference work and professional resource, now substantially revised, integrates classic and cutting-edge research on how children and adolescents make meaning from text. The comprehension tasks and challenges facing students at different grade levels are explored, with attention to multiple text types and reading purposes. Preeminent researchers offer a range of perspectives--cognitive, neuroscientific, sociocultural, pedagogical, and technological--on key aspects of comprehension. Effective approaches to assessment, instruction, and intervention are reviewed. The volume also addresses issues in teaching specific populations, including struggling readers and English language learners. New to This Edition *A decade's worth of significant research advances are reflected in 10 entirely new chapters. *Revised throughout to incorporate new studies and timely topics: the expanding role of technology, changing school populations, the Common Core standards, international research, and more. *Chapters on graphic, scientific, and multiple digital texts. *Chapters on fluency, professional learning, and literacy coaching.