The First 5 LA Family Literacy Initiative is a comprehensive program to promote language and literacy development, parenting knowledge and skills, and economic self-sufficiency among low-income families in Los Angeles County. Findings from the eight-year evaluation of this Family Literacy Initiative have shown significant growth in language and literacy skills among children participating in these programs.
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The First 5 LA Family Literacy Initiative, which began in 2002, is a comprehensive program to promote language and literacy development for children and their parents, and to promote parenting knowledge and skills, with a goal of greater economic self-sufficiency among low-income families in Los Angeles County.
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.
Most research and practice in second language learning supports the theory that literacy in one language assists literacy development in another language.
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.
This report uses data from the Progress in International Reading Literacy Study (PIRLS) on fourth-grade teachers’ reading instruction practices and strategies.
This article, authored by distinguished AIR researcher Jennifer O’Day, compares the effects of selected instructional practices on both English Language Learners (ELLs) and non-ELLs.
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 First Look used data collected from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) when most of the cohort was in the eighth grade. This project was intended to provide a snapshot of the eighth-grade round of the ECLS-K and make the data available to encourage more in-depth analysis using more sophisticated statistical methods.