Search Results: (16-30 of 82 records)
|REL 2014051||Going public: Writing About Research in Everyday Language
This brief describes approaches that writers can use to make impact research more accessible to policy audiences. It emphasizes three techniques: making concepts as simple as possible, focusing on what readers need to know, and reducing possible misinterpretations. A glossary of common concepts is included showing the approaches applied to a range of concepts common to impact research, such as ‘regression models’ and ‘effect sizes.’
|NCES 2014015||Digest of Education Statistics, 2012
The 48th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|WWC IRECE153||Doors to Discovery
Doors to Discovery is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The WWC found that Doors to Discovery has potentially positive effects on oral language and print knowledge and no discernible effects on phonological processing or math for preschool children.
|NCES 2012470||The Nation’s Report Card: Writing 2011
This report presents results of the National Assessment of Educational Progress (NAEP) 2011 writing assessment, the first large-scale computer-based assessment in writing. National results for representative samples of students at grades 8 and 12 are reported as average scale scores and as percentages of students performing at three achievement levels: Basic, Proficient, and Advanced. Additional results are reported based on students’ demographic characteristics, educational experiences, and the frequency of engaging in actions available to them in word-processing software. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audiences. The results are presented along with sample tasks and student responses. The Technical Notes provide information on NAEP samples and school and student participation rates. The new computer-based writing assessment does not allow us to report trend results. Future NAEP writing assessment results will be compared to the 2011 results.
Twenty-four percent of students at both grades 8 and 12 performed at the Proficient level in writing in 2011. Fifty-four percent of eighth-graders and 52 percent of twelfth-graders performed at the Basic level. Three percent of eighth- and twelfth-graders performed at the Advanced level. At grade 8, average writing scores were higher for Asian students than for other racial/ethnic groups. At grade 12, average writing scores were higher for White students, Asian students, and students of two or more races than for Black, Hispanic, and American Indian/Alaska Native students. At both grades, female students scored higher than male students.
|WWC IRL109||Cooperative Integrated Reading and Composition (CIRC)
The WWC's report on CIRC has been updated to include reviews of 27 studies that have been released since 2007. CIRC is a reading and writing program for students in grades 2-6. The program has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. In a team setting, mixed-ability students work together to read, clarify unknown vocabulary, reread for fluency, understand the main idea, comprehend stories, and work through the writing process. Students are rewarded on the basis of the team's performance to provide motivation to work together and help one another. The WWC reviewed 38 studies that investigated the effects of CIRC on beginning readers. One study is a randomized controlled trial that meets WWC evidence standards without reservations, and one study is a quasi-experimental design that meets WWC evidence standards with reservations. These two studies included approximately 700 students in grades 3 and 4 who attended elementary schools in Ohio and Pennsylvania. Based on these two studies, the WWC found CIRC to have potentially positive effects on comprehension and no discernible effects on general reading achievement for beginning readers.
|WWC PGAA17||Teaching Elementary School Students to Be Effective Writers
This practice guide provides four recommendations for improving elementary students' writing:
Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. Supporting evidence is drawn from a range of literature, from rigorous experimental studies to expert reviews of practices for teaching writing. Evidence ratings reflect the degree to which each recommendation is supported by high-quality experimental and quasi-experimental design studies that meet WWC standards.
This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.
|NCES 2012001||Digest of Education Statistics, 2011
The 47th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|REL 20124010||An Investigation of the Impact of the 6+1 Trait® Writing Model on Grade 5 Student Writing Achievement
Reading, writing, and arithmetic have long been considered the foundation, or “basics,” of education in the United States. Writing skills are important for an increasing number of jobs. Poor writing skills are a barrier to hiring and promotion for many individuals, and remediation of problems with writing imposes significant operational and training costs on public and private organizations. Writing is also important for the development of reading skills and can improve learning in other academic content areas. In response to the perceived neglect of writing in U.S. education, the National Commission on Writing proposed a set of recommendations for making writing a central element in school reform efforts. These concerns were echoed in regional needs assessment studies conducted by Regional Educational Laboratory (REL) Northwest, in which educators in the region placed a high priority on writing and literacy education.
|WWC IRLST11||Student Team Reading and Writing
Student Team Reading and Writing is an integrated approach to reading and language arts for young adolescents. The program includes cooperative learning classroom processes that integrate reading, writing, and language arts instruction combined with a literature anthology for high-interest reading material. The WWC reviewed four studies that investigated the effects of student team reading and writing programs on improving adolescent literacy. Two studies were quasi-experimental designs that meet WWC evidence standards with reservations. The first study examined 3,986 students in five schools, and the second looked at 1,223 students in six schools in urban districts in Maryland. Based on these two studies, the WWC found student team reading and writing programs to have potentially positive effects on comprehension and no discernible effects on general literacy achievement for adolescent learners.
|WWC IRALGB11||Intervention Report: Great Books
Great Books is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry method of learning. The program includes both oral and written activities designed to help students think and talk about the multiple meanings of texts. Great Books reading selections are collections of traditional and modern literature. This report focuses on Great Books programs for reading in grade 4 and higher. The WWC identified 36 studies of Great Books for adolescent learners that were published or released between 1989 and 2010. Five studies are within the scope of the Adolescent Literacy review protocol but do not meet WWC evidence standards. Thirty-one studies are outside the scope of the Adolescent Literacy review protocol. No studies of Great Books that fall within the scope of the Adolescent Literacy review protocol meet WWC evidence standards; meaning that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Great Books on adolescent learners.
|NCES 2011015||Digest of Education Statistics, 2010
The 46th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
|WWC IRALCI10||Cooperative Integrated Reading and Composition
Cooperative Integrated Reading and Composition is a reading and writing program for students in grades 2 through 6. It has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. Based on its review of the research, the WWC found Cooperative Integrated Reading and Composition to have potentially positive effects on comprehension and general literacy achievement for adolescent learners.
|REL 2010091||Are Texas' English Language Arts and Reading Standards College Ready?
This study compares alignment of the ACT and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for grades 9-12 and analyzes their cognitive complexity. It finds that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards and that the TEKS ELAR standards demand higher levels of cognitive complexity than do the other two standards sets.
|WWC IRSLDAP10||Alphabetic Phonics
Alphabetic Phonics is an ungraded, multisensory curriculum distributed by School Specialty Intervention that teaches the structure of the English language and can be taught to individuals or small groups of elementary or secondary school students. This phonetic program teaches reading, handwriting, spelling, verbal and written expression, and comprehension by simultaneously engaging students in visual, auditory, and kinesthetic learning. The What Works Clearinghouse review of the research on Alphabetic Phonics for students with disabilities identified 13 studies that were published or released between 1989 and 2009. No studies that fall within the scope of the Students with Learning Disabilities review protocol meet WWC evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Alphabetic Phonics for students with learning disabilities.
|WWC IRSLDPR10||Project Read Phonology
Project Read is a multisensory language arts curriculum designed for use in a classroom or group setting. Two main objectives of the program are to use language in all its forms, and to use responsive instruction rather than preplanned textbook lessons. The program emphasizes direct instruction, and lessons move from letter-sounds to words, sentences, and stories. The What Works Clearinghouse review of the effectiveness research on Project Read identified one study that falls within the scope of the Students with Learning Disabilities review protocol that meets WWC evidence standards, and presents sufficient outcome data to allow the WWC to make a determination of the effectiveness of Project Read® Phonology. The study included 66 students with learning disabilities in kindergarten through grade 4 from five school districts. The Clearinghouse review found Project Read Phonology to have no discernible effects on general reading achievement for students with learning disabilities.