The ultimate goal of this study was to help educators and policymakers better understand the conditions that contribute to the effective implementation of focused, intensive interventions for struggling readers, especially in large urban districts where managing interventions for a large number of struggling readers can be particularly challenging.
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The final report of a study of teacher preparation in early reading instruction describes pre-service teachers' perceptions about the content of their training programs and summarizes their scores on an assessment of their knowledge of the essential components of reading instruction, as defined in the Reading First legislation.
This final report details the outcomes of the Enhanced Reading Opportunities (ERO) demonstration, which evaluated two supplemental literacy programs targeted to ninth grade students whose reading skills were at least two years below grade level.
The Florida Literacy and Reading Excellence (FLaRE) professional development (PD) study examined the effects of receiving FLaRE support vs. not, and receiving high vs. low levels of support.
This report focuses on the second of two cohorts of ninth-grade students to participate in the study and discusses the impact that the two interventions had on these students’ reading comprehension skills through the end of their ninth-grade year.
This report focuses on the first of two cohorts of ninth-grade students who participated in the ERO study and discusses the impact that the two interventions had on these students’ reading comprehension skills through the end of their ninth-grade year.
As a leader in the adolescent literacy movement, Carnegie Corporation of New York asked AIR to conduct a descriptive study of the Alabama Reading Initiative in secondary schools, essentially to “tell the story” of how the secondary component of the Initiative has fared, especially amid decreased state funding for education in Alabama and the large-scale national and local attention to the needs of beginning readers. The report reflects the results of numerous interviews with students, teachers, school and state administrators, higher education faculty, and members of nonprofit organizations in Alabama.