National Evaluation of Early Reading First. Final Report to Congress. NCEE 2007-4007 PDF Download
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Author: Russell Jackson Publisher: ISBN: Category : Languages : en Pages : 245
Book Description
The No Child Left Behind (NCLB) Act of 2001 created the Early Reading First (ERF) program to enhance teacher practices, instructional content, and classroom environments in preschools and to help ensure that young children start school with the skills needed for academic success. This report to Congress describes the impacts of the Early Reading First program on the language and literacy skills of children and on the instructional content and practices in preschool classrooms. The main findings of the national evaluation of ERF show that the program had positive, statistically significant impacts on several classroom and teacher outcomes and on one of four child outcomes measured. The program had no effect on children's phonological awareness or oral language. This report contains an executive summary and eight chapters: (1) Introduction and Study Background; (2) Study Design; (3) Characteristics of Participating Children and Families; (4) Characteristics of Programs Receiving ERF Funding; (5) Professional Development, Instructional Practices, and Classroom Environments in ERF Preschools; (6) Impacts on Teachers and Classroom Practices; (7) Impact Findings: ERF Impacts on Children's Language and Literacy Skills and Social-Emotional Outcomes; and (8) Analysis of Mediators of ERF's Impacts on Classroom Instructional Practice and Children's Language and Literacy Skills. Appendices include: (A) Impact Analysis Methods and Sensitivity of Results; (B) Data-Collection Methods; (C) Assessment and Observation Measures Used for ERF Data Collection; (D) Supplementary Tables on the Impacts of ERF on Teachers and Classroom Environments; (E) ERF Impacts on Teacher and Classroom Outcomes; Subgroups Analyses; (F) ERF Impacts on Child Outcomes; Subgroups Analyses; and (G) Supplemental Descriptive Tables for Teacher Outcomes and Classroom Practice. (Contains 63 tables, 12 figures, and 5 exhibits.) [This report was produced by the National Center for Education Evaluation and RegionalAssistance, Institute of Education Sciences.].
Author: Russell Jackson Publisher: ISBN: Category : Languages : en Pages : 245
Book Description
The No Child Left Behind (NCLB) Act of 2001 created the Early Reading First (ERF) program to enhance teacher practices, instructional content, and classroom environments in preschools and to help ensure that young children start school with the skills needed for academic success. This report to Congress describes the impacts of the Early Reading First program on the language and literacy skills of children and on the instructional content and practices in preschool classrooms. The main findings of the national evaluation of ERF show that the program had positive, statistically significant impacts on several classroom and teacher outcomes and on one of four child outcomes measured. The program had no effect on children's phonological awareness or oral language. This report contains an executive summary and eight chapters: (1) Introduction and Study Background; (2) Study Design; (3) Characteristics of Participating Children and Families; (4) Characteristics of Programs Receiving ERF Funding; (5) Professional Development, Instructional Practices, and Classroom Environments in ERF Preschools; (6) Impacts on Teachers and Classroom Practices; (7) Impact Findings: ERF Impacts on Children's Language and Literacy Skills and Social-Emotional Outcomes; and (8) Analysis of Mediators of ERF's Impacts on Classroom Instructional Practice and Children's Language and Literacy Skills. Appendices include: (A) Impact Analysis Methods and Sensitivity of Results; (B) Data-Collection Methods; (C) Assessment and Observation Measures Used for ERF Data Collection; (D) Supplementary Tables on the Impacts of ERF on Teachers and Classroom Environments; (E) ERF Impacts on Teacher and Classroom Outcomes; Subgroups Analyses; (F) ERF Impacts on Child Outcomes; Subgroups Analyses; and (G) Supplemental Descriptive Tables for Teacher Outcomes and Classroom Practice. (Contains 63 tables, 12 figures, and 5 exhibits.) [This report was produced by the National Center for Education Evaluation and RegionalAssistance, Institute of Education Sciences.].
Author: Patricia M. Cunningham Publisher: Solution Tree Press ISBN: 1936765551 Category : Education Languages : en Pages : 225
Book Description
Principals will discover practical strategies for strengthening and improving reading programs using the foundation established by the authors’ six truths of reading instruction. Explore comprehensive, multifaceted instruction techniques, as well as additional steps you can take to support students directly. Identify and troubleshoot problems your teachers may face, and gain valuable approaches to topics such as reading comprehension, vocabulary and literacy, and phonics and fluency.
Author: Andrea McCarrier Publisher: F&p Professional Books and Mul ISBN: 9780325099262 Category : Education Languages : en Pages : 0
Book Description
Interactive Writing is specifically focused on the early phases of writing, and has special relevance to prekindergarten, kindergarten, grade 1 and 2 teachers.
Author: Christopher J. Lonigan Publisher: ISBN: Category : Teaching Languages : en Pages : 11
Book Description
The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
Author: Publisher: ISBN: 9781925132472 Category : Alphabet Languages : en Pages : 190
Book Description
Summary: The genesis of the idea for The alphabetic principle and beyond can be found in the current prioritising of the alphabetic principle in the teaching of early reading and in the discussions about how teachers might better understand varying perspectives in order to inform their practice. (Back cover).
Author: Amber K. Gove Publisher: RTI Press ISBN: 1934831085 Category : Education Languages : en Pages : 296
Book Description
The Early Grade Reading Assessment (EGRA) measures students' progress towards reading. EGRA gauges early literacy skills through a 15-minute individual oral assessment of five fundamental reading skills. RTI worked with education experts to develop the EGRA in 2006, and it has been piloted and implemented in more than 40 countries. This volume aims to take stock of the substantial amount of information and experience generated through the use of EGRA, and to share this knowledge with practitioners, policymakers, and international donors. Chapters cover not only particular applications of the instrument but also put EGRA in the context of broader issues and developments in literacy and education.
Author: Christopher B. Doob Publisher: Routledge ISBN: 1000382087 Category : Political Science Languages : en Pages : 157
Book Description
Exploring the structural causes and consequences of inequalities based on a person’s race, class, and gender, Poverty, Racism and Sexism: The Reality of Oppression in America concentrates on this formidable set of disadvantages, demonstrating how Americans are adversely affected by just one or a combination of three social factors. Grounded in sociological thought, the text highlights unfolding stories about major social inequalities and relentless campaigns for people’s rights. Weaving together such concepts as individualism, social reproduction, social class, and intersectionality, the book provides a framework for readers to understand the vast injustices these groups encounter, where and why they originated, and why they continue to endure. Poverty, Racism and Sexism is a compact, versatile volume which will prove an invaluable resource for those studying social inequality, social problems, social stratification, contemporary American society, social change, urban sociology, and poverty and inequality.
Author: Russell Jackson
Author: Russell Jackson
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Author: Patricia M. Cunningham
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Author: Andrea McCarrier
Author: Christopher J. Lonigan
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Author: 
Author: Amber K. Gove
Author: Christopher B. Doob