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Search Results: (31-45 of 82 records)

 Pub Number  Title  Date
WWC IRSLDWR10 Wilson Reading System
The Wilson Reading System is a reading and writing program developed by Barbara Wilson and distributed by Wilson Language Training. It provides a curriculum for teaching reading and spelling to individuals of any age who have difficulty with written language. The What Works Clearinghouse review of the research on the Wilson Reading System for students with learning disabilities identified 28 studies that were published or released between 1989 and 2009. No studies of the Wilson Reading System 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 of ineffectiveness of the Wilson Reading System on students with learning disabilities.
7/1/2010
WWC IRSLDOG10 Orton-Gillingham-based Strategies
Orton-Gillingham is a broad, multisensory approach to teaching reading and spelling that can be modified for individual or group instruction at all reading levels. Teaching sessions are action oriented with auditory, visual, and kinesthetic elements reinforcing one another. The approach targets persons with the kinds of language processing problems (reading, spelling, and writing) associated with dyslexia.The What Works Clearinghouse review of the research on unbranded Orton-Gillingham-based strategies for students with learning disabilities identified 31 studies that were 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 unbranded Orton-Gillingham-based strategies for students with learning disabilities.
7/1/2010
WWC IRSLDHM10 Herman Method
The Herman Method teaches reading in small groups of up to three students. The curriculum provides instruction in phonemic awareness, phonics, fluency, vocabulary, and reading comprehension, while also teaching spelling and writing. The What Works Clearinghouse review of the research on the Herman Method for students with disabilities identified four 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 the Herman Method for students with learning disabilities.
7/1/2010
WWC IRSLDBR10 Barton Reading & Spelling System
The Barton Reading & Spelling System is a one-to-one tutoring system designed to improve the reading, writing, and spelling skills of children, teenagers, or adults who struggle due to dyslexia or another learning disability. The program is divided into ten levels, each with 10 to 15 lessons that cover the methods and sequence of teaching reading, spelling, and writing. The What Works Clearinghouse review of the research on the Barton Reading & Spelling System 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 the Barton Reading & Spelling System for students with learning disabilities.
7/1/2010
WWC IRALPC10 Project CRISS (Creating Independence through Student-owned Strategies)
Methods designed to improve literacy skills is the focus of the What Works Clearinghouse (WWC) Intervention Report on Project CRISS (CReating Independence through Student-owned Strategies). Project CRISS is a professional development program for teachers that aims to improve reading, writing and learning for 3rd- through 12th-grade students. The WWC reviewed 31 studies on Project CRISS for adolescent learners. Two of these studies meet WWC evidence standards. The two studies are randomized controlled trials and include 2,569 students in grades 4 through 6 who attend public schools in 10 states. Based on these two studies, the WWC found Project CRISS to have potentially positive effects on comprehension for adolescent learners.
6/15/2010
NCES 2010470 NAEP Writing Computer-Based Assessment
This tri-fold brochure provides an overview for participants in the NAEP 2011 Writing CBA at grades 8 and 12.
6/4/2010
NCES 2010013 Digest of Education Statistics, 2009
The 45th 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.
4/7/2010
WWC QRRP0210 WWC Quick Review of the Article "Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap"
This study examined whether having African-American middle school students write essays affirming their personal values improved their academic performance. The study analyzed data on about 175 African-American and 190 European-American students (the study’s term for white students who are non-Latino and non-Asian) at a suburban middle school who were randomly assigned to intervention and comparison groups at the beginning of seventh grade.
2/9/2010
WWC IRBRSF09 Intervention: Success for All
Success for All (SFA)® is a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates.

This intervention report focuses on the reading component of SFA®, which is often implemented in the context of the SFA® whole-school reform program. Although the whole-school reform program has key components that are implemented in each school, school sites may vary considerably in the number of personnel used to implement SFA®, particularly tutors and family support staff. The reading curricula are essentially the same at all schools, with each school receiving the same training, coaching support, and materials. Ratings presented in this report are not disaggregated by the variations in implementation of whole-school reforms.
8/11/2009
NCES 2009020 Digest of Education Statistics, 2008
The 44th 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.
3/18/2009
NCES 2009478 NAEP 2007 National and State Writing Assessments (Grades 8 and 12) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 writing assessments for use in the analysis of NAEP data by secondary researchers. The national writing assessments were conducted at grades 8 and 12, and state assessments at grade 8 only. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
1/22/2009
WWC IRECECC09 Curiosity Corner
Curiosity Corner is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units—one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities.
1/6/2009
WWC IRBROCR08 Open Court Reading
Open Court Reading© is an elementary basal reading program for grades K-6 developed by SRA/McGraw-Hill. The program is designed to systematically teach decoding, comprehension, inquiry and investigation, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading and Responding, emphasizes reading for understanding with literature, comprehension, inquiry, and practical reading applications. Part 3, Language Arts, focuses on communication skills such as spelling and vocabulary; writing process strategies; English language conventions such as grammar, speaking, and penmanship; and basic computer skills.
8/12/2008
NCES 2008468 The Nation’s Report Card: Writing 2007
This report presents the results of the 2007 National Assessment of Educational Progress (NAEP) writing assessment. It was administered to a nationally representative sample of more than 165,000 eighth- and twelfth-graders from public and private schools. In addition to national results, the report includes state and urban district results for grade 8 public school students. Forty-five states, the Department of Defense schools, and 10 urban districts voluntarily participated. To measure their writing skills, the assessment engaged students in narrative, informative, and persuasive writing tasks. NAEP presents the writing results as scale scores and achievement-level percentages. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. The 2007 national results are compared with results from the 2002 and 1998 assessments. At grades 8 and 12, average writing scores and the percentages of students performing at or above Basic were higher than in both previous assessments. The White -- Black score gap narrowed at grade 8 compared to 1998 and 2002 but showed no significant change at grade 12. The gender score gap showed no significant change at grade 8 compared with previous assessments but narrowed at grade 12 since 2002. Eighth-graders eligible for free or reduced-price school lunch scored lower on average than students who were not eligible. Compared with 2002, average writing scores for eighth-graders increased in 19 states and the Department of Defense schools, and scores decreased in one state. Compared with 1998, scores increased in 28 states and the Department of Defense Schools, and no states showed a decrease. Scores for most urban districts at grade 8 were comparable to or higher than scores for large central cities but were below the national average. Trend results are available for 4 of the 10 urban districts.
4/3/2008
NCES 2008470 NAEP Writing 2007 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2007 writing assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed.
4/3/2008
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