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Resources: Search Results
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Displaying Results : 1 to 20 [91 total]
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The Center on Instruction has developed a two-day professional development module based on the Florida Center for Reading Research's "Guidelines for Reviewing a Reading Program." The training module is designed to guide reviewers of reading programs through the review process to determine if a program is consistent with the scientific research on reading. The Participant's Guide contains resources (charts, summaries, and the Guidelines themselves) that are discussed during the professional development session but it can also serve as a stand-alone tool for reviewing any reading program.
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Relevancy: 49.88%
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Published: 10/3/2008 2:54 PM
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The Striving Readers program aims to improve the reading skills of middle- and high school-aged students reading below grade level by investigating (1) supplemental literacy interventions targeted toward students who are reading significantly below grade level and (2) cross-disciplinary strategies for improving student literacy through discretionary, competitive grants with a strong experimental evaluation component. Striving Reader grants were awarded to eight sites in March 2006 with plans to continue the interventions at least through the five years of the grant. During each year of implementation, independent evaluators under contract to the grantee track and measure the program’s implementation. Annual implementation reports describe the school context, the logic model for the intervention, the implementation research questions and implications for implementation of the adolescent literacy intervention. Project Profiles provide a brief summary of the setting, literacy model under investigation, research questions and the evaluation design used in the project. A cross-site synthesis provides an analysis of common elements and findings across the eight projects—to date. To access the these documents, go to http://www.ed.gov/programs/strivingreaders/performance.html.
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Relevancy: 37.05%
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Published: 3/23/2009 11:54 AM
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Presented at the K-3 and Adolescent Literacy Workshop February 14-15, 2006, by Dr. Marcia Kosanovich, Florida Center for Reading Research at FSU.
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Relevancy: 36.63%
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Published: 8/8/2006 9:12 AM
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This brief provides guidelines for building a high-quality professional development program to support reading instruction in elementary schools.
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Relevancy: 36.52%
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Published: 11/29/2006 1:23 PM
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This guide provides information critical to developing and implementing an effective school-level intervention program. It is designed to suggest some guiding principles along with examples of how these principles can be operationalized to develop an effective school-level system for meeting the instruction needs of all students.
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Relevancy: 36.52%
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Published: 11/29/2006 1:19 PM
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This handbook, edited by the Center on Innovation and Improvement, was developed by the five national content centers (Assessment and Accountability Comprehensive Center, Center on Innovation & Improvement, Center on Instruction, National Comprehensive Center for Teacher Quality, and National High School Center). The purpose of the Handbook is to bolster the effective implementation of the intervention models and strategies outlined in the 2009 School Improvement Grant (SIG) program in order to achieve the program’s clear goal—rapid improvement of persistently low-achieving schools. In particular, this Handbook offers practical explanations of the SIG’s required and recommended models and strategies, references to the underlying research, and connections to useful resources. The intended audience includes state education agencies (SEAs), local education agencies (LEAs), charter management organizations (CMOs), education management organizations (EMOs), organizational partners engaged in school improvement, and schools engaged in rapid improvement. To download the entire 210-page document, each chapter individually, or chapters by topic, click here.
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Relevancy: 35.08%
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Published: 1/21/2010 2:30 PM
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Presented at the 2006 OSEP Project Directors' Conference Program on July 31, 2006, by Dr. Sharon Vaughn of the Vaughn Gross Center at the University of Texas at Austin, this presentation discusses the importance of implementing effective, research-based instructional practices, specifically tiered intervention models, when educating students with disabilities.
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Relevancy: 35.08%
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Published: 11/1/2006 2:27 PM
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This report summarizes relevant high-quality research studies and synthesizes their findings on the effects of extension reading interventions (comprising at least 100 instructional sessions) and related implications for practice for students with reading problems or learning disabilities in an RTI setting.
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Relevancy: 28.50%
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Published: 10/10/2007 7:20 PM
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The National Association of State Boards of Education developed this guidance document about state policies and programs that lead to actual instructional changes in the classroom, including actions that must be taken at all levels--state, district, school, and classroom--to impact instructional practices and improve student reading skills. It is available at http://www.nasbe.org/index.php/file-repository?func=fileinfo&id=132.
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Relevancy: 26.90%
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Published: 11/26/2007 11:34 AM
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This suite of resource materials is designed to prepare school-based reading coaches who work with teachers to improve reading instruction in kindergarten through grade three. The materials support a four- or five-day professional development event, although they can be used in alternate formats. The materials include three components: a Participant’s Guide for use in the workshop sessions and as a long-term resource for attendees, a Facilitator’s Guide to provide information for session leaders (e.g., speaker notes, activity instructions), and a slide presentation with embedded video clips that illustrate practical application of the content. To download each component, click below.
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Relevancy: 26.38%
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Published: 10/17/2008 2:41 PM
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This Progress Monitoring Tools Chart, developed by the National Center on Response to Intervention's Technical Review Committee, reflects the results of their first annual review of reading and math progress monitoring tools. This chart is intended to assist educators and families in selecting progress monitoring tools that best meet their individual needs. To access this chart, visit http://www.rti4success.org/chart/progressMonitoring/progressmonitoringtoolschart.htm.
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Relevancy: 26.30%
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Published: 8/21/2009 1:28 PM
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This presentation describes Project CIRCUITS, where the overarching goal is to implement, evaluate, replicate, and disseminate systemic prevention models that will accelerate and sustain the early reading achievement of students with reading disabilities in grades K-3. David Chard and Beth Harn of the Center on Teaching and Learning, University of Oregon, presented this resource at the Oregon Conference February 15-16, 2007.
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Relevancy: 26.03%
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Published: 12/15/2008 11:22 AM
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This comprehensive report explains the methodology and scientific research used by the National Reading Panel (NRP) in its effort to assess the best ways to teach children to read. The Panel's thorough research on reading instruction was conducted by five subgroups, which focused on (1) Alphabetics, (2) Fluency, (3) Comprehension, (4) Teacher Education and Reading Instruction, and (5) Computer Technology and Reading Instruction. This 480-page report contains an executive summary from each subgroup that introduces the topic area, outlines the group's methodology, and highlights the questions and results from each subgroup. In addition to the executive summary, the report provides detailed explanations of each subgroup's research methodology and the findings for each group. This publication is produced the National Institute of Child Health and Human Development (NICHD).
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Relevancy: 25.75%
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Published: 5/31/2006 4:44 PM
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The Principal's Reading Walk-Through (PRWT) K-3 is a suite of professional development materials designed as a user-friendly tool for classroom walk-through implementation that can identify research-based reading instruction in the classroom quickly and accurately. It includes a Participant's Guide, a Facilitator's Guide, a PowerPoint Presentation Module for Facilitators (with embedded video clips of classroom scenarios), and a Principal's Orientation PowerPoint Presentation with speaker notes, to be delivered by principals to introduce the PRWT to their staff. The recommended delivery is a one-day session followed by a half-day session scheduled within a four-week time span, a weekly study group, or self-guided instruction.
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Relevancy: 25.58%
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Published: 2/6/2009 10:05 AM
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This is a 64-page booklet summarizing the findings of the National Reading Panel Report for teachers of kindergarten through third grade students. Organized by the 5 components of reading, it suggests ways to translate the Panel's findings into teaching practices and answers frequently asked questions. This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services.
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Relevancy: 25.58%
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Published: 5/31/2006 3:26 PM
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When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document from the National Center for Student Progress Monitoring first describes progress monitoring procedures for which experimental evidence demonstrates these effects. Then, an overview of the research is presented.
The document is available at http://www.studentprogress.org/library/articles.asp#whatisresearch.
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Relevancy: 25.26%
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Published: 8/25/2006 3:22 PM
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This "quick start" guide for elementary school-level instructional leaders is based on scientific research on reading and reading instruction as well as on studies of successful schools and interviews with successful principals. It includes critical elements of an effective reading program in elementary school, critical tasks for principals as literacy leaders, and special considerations for reading instruction after third grade. It is available for download below.
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Relevancy: 25.15%
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Published: 3/26/2008 10:22 AM
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This 35-page report explains the origin of the Panel and its congressional charge. It describes the research methodology used and the findings of each of the Panel subgroups: (1) Alphabetics, (2) Fluency, (3) Comprehension, (4) Teacher Education and Reading Instruction, and (5) Computer Technology and Reading Instruction. This report also offers information provided by Panel members on reading instruction topics that may require further exploration. This publication is produced the National Institute of Child Health and Human Development (NICHD).
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Relevancy: 25.14%
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Published: 5/31/2006 4:41 PM
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This 5-page brochure discusses the basics on how to help your child become a reader -- what to look for at school and do at home in 25 easy-to-follow tips. This publication is produced by the Partnership for Reading, a collaborative effort of National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), the U.S. Department of Education, and the U. S. Department of Health and Human Services.
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Relevancy: 25.14%
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Published: 5/31/2006 3:26 PM
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A body of research-based practices is emerging to guide instruction for adolescent struggling readers. This practice brief focuses on the five reading components adolescents need to succeed in school and beyond. Each component - word study, fluency, vocabulary, comprehension, and motivation - discussed in terms of the available research, comparisons of successful and struggling readers' behaviors, and recommended instructional practices. The brief aligns with on two Center on Instruction publications, Reading Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice (Scammacca et al., 2007) and Academic Literacy Instruction for Adolescents: A Guidance Document from the Center on Instruction (Torgesen et al., 2007).
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Relevancy: 25.04%
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Published: 3/21/2008 7:47 AM
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