National evaluation of Early Reading First final report PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download National evaluation of Early Reading First final report PDF full book. Access full book title National evaluation of Early Reading First final report by . Download full books in PDF and EPUB format.
Author:
Publisher: DIANE Publishing
ISBN: 9781422325506
Category :
Languages : en
Pages : 256
Get Book Here
Book Description
Author:
Publisher: DIANE Publishing
ISBN: 9781422325506
Category :
Languages : en
Pages : 256
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Reading (Preschool)
Languages : en
Pages : 15
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Reading (Preschool)
Languages : en
Pages :
Get Book Here
Book Description
Author: Russell Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages : 245
Get Book Here
Book Description
The No Child Left Behind (NCLB) Act of 2001 created the Early Reading First (ERF) program to enhance teacher practices, instructional content, and classroom environments in preschools and to help ensure that young children start school with the skills needed for academic success. This report to Congress describes the impacts of the Early Reading First program on the language and literacy skills of children and on the instructional content and practices in preschool classrooms. The main findings of the national evaluation of ERF show that the program had positive, statistically significant impacts on several classroom and teacher outcomes and on one of four child outcomes measured. The program had no effect on children's phonological awareness or oral language. This report contains an executive summary and eight chapters: (1) Introduction and Study Background; (2) Study Design; (3) Characteristics of Participating Children and Families; (4) Characteristics of Programs Receiving ERF Funding; (5) Professional Development, Instructional Practices, and Classroom Environments in ERF Preschools; (6) Impacts on Teachers and Classroom Practices; (7) Impact Findings: ERF Impacts on Children's Language and Literacy Skills and Social-Emotional Outcomes; and (8) Analysis of Mediators of ERF's Impacts on Classroom Instructional Practice and Children's Language and Literacy Skills. Appendices include: (A) Impact Analysis Methods and Sensitivity of Results; (B) Data-Collection Methods; (C) Assessment and Observation Measures Used for ERF Data Collection; (D) Supplementary Tables on the Impacts of ERF on Teachers and Classroom Environments; (E) ERF Impacts on Teacher and Classroom Outcomes; Subgroups Analyses; (F) ERF Impacts on Child Outcomes; Subgroups Analyses; and (G) Supplemental Descriptive Tables for Teacher Outcomes and Classroom Practice. (Contains 63 tables, 12 figures, and 5 exhibits.) [This report was produced by the National Center for Education Evaluation and RegionalAssistance, Institute of Education Sciences.].
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
Get Book Here
Book Description
Author: National for Literacy
Publisher:
ISBN: 9781482063417
Category : Education
Languages : en
Pages : 156
Get Book Here
Book Description
The mission of the National Institute for Literacy (the Institute) is to help children, youth, and adults learn to read by supporting and disseminating evidence-based reading research. Under the provisions of No Child Left Behind, the Institute is authorized to disseminate information on scientifically-based reading research and information regarding Early Reading First (ERF) projects that have proven to be effective. In 2003 the Institute provided funding to the Institute for Education Sciences (IES) for its national evaluation of the Early Reading First program. The evaluation's purpose was to gather information on the extent to which: (1) ERF improves children's skills in oral language, phonological awareness, print awareness, and alphabet knowledge; (2) the quality of language and literacy instruction, practice, and materials differ between ERF preschools and non-ERF preschools, and (e) variations in ERF program quality and implementation are associated with differences in participants' outcomes. Funding from the Institute supported the collection of data that could inform the Institute's efforts to disseminate information on effective ERF projects. In June 2007, IES released the congressionally mandated final evaluation report. Purpose. The purpose of this follow-up study was to elaborate on the professional development practices identified as effective by the National Early Reading First evaluation in order to strengthen the knowledge of early literacy, language, and reading development of early childhood teaching staff. While the ERF report identified successful professional development strategies, it may not have captured some important lessons learned as the grantees became more mature. The study intends to enrich the evaluation findings by collecting more extensive and up-to-date information through program-level interviews with former ERF staff. The goal is to include more contextual information on how grantees successfully implemented ERF practices and provide more detailed information on the challenges encountered and how the challenges were overcome. Audience. Audiences for this report include early childhood program developers, administrators, and supervisory and training staff. Administrators and professional developers can use the report as a resource to find out what they need to know about the research findings, implications for classroom practice, key components of effective professional development, and how to share their knowledge and skills with teachers to improve early childhood literacy development. The findings can help staff assess current practices and identify short- and long-term steps for instructional improvement, including professional development plans for preschool teachers and staff. Given the audiences for the report, the intent is to showcase practical ideas supported by research.
Author: Robert G. St. Pierre
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 36
Get Book Here
Book Description
Author: Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
Get Book Here
Book Description
The No Child Left Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting essential components of reading instruction. As required by the legislation, the Reading First impact study examined instruction and student reading outcomes in 248 schools (about half Reading First and half not) in 17 districts and 1 statewide program to address three main questions: (1) What is the impact of Reading First on student reading achievement? (2) What is the impact of Reading First on classroom instruction? and (3) What is the relationship between the degree of implementation of scientifically based reading instruction and student reading achievement? The study collected observational data on reading instruction in grades 1 and 2 and assessed student reading comprehension in grades 1 through 3 over three school years: 2004-05, 2005-06, and 2006-07. The study also assessed students' decoding skills in grade 1 and surveyed school personnel about their reading programs in spring 2007. Reading First was not found to improve student reading comprehension in grades 1, 2, or 3, although it did improve first graders' skills in decoding unfamiliar words. It also produced changes in instructional practices, including the amount of time spent on essential components of reading instruction and the amount of professional development in reading instruction. The analyses are considered exploratory because they are based on correlational analysis. The study was not designed to provide a rigorous test of these hypotheses, so the results must be considered as suggestive. (Contains 1 note and 2 figures.) [For the full report, "Reading First Impact Study. Final Report. NCEE 2009-4038," see ED503344. For the Executive Summary of the report, "Reading First Impact Study. Final Report. Executive Summary. NCEE 2009-4039," see ED503345.].
Author: National Center for Education Evaluation and Regional Assistance (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
Get Book Here
Book Description
The No Child Let Behind Act of 2001 created the Reading First program to help ensure that all students could read at or above grade level by the end of grade 3. The program promotes practices recommended by the National Reading Panel for early reading instruction, highlighting five essential components of reading instruction. The program invested about $1 billion a year in classroom reading instruction over FY 2002-07 and $393 million in FY 2008. As required by the legislation, the Reading First impact study examined instruction and student reading outcomes in 248 schools (about half Reading First and half not) in 17 districts and 1 statewide program to address three main questions: (1) What is the impact of Reading First on student reading achievement?; (2) What is the impact of Reading First on classroom instruction?; and (3) What is the relationship between the degree of implementation of scientifically based reading instruction and student reading achievement? Findings reveal that Reading First did not improve student reading comprehension in grades 1, 2, or 3. But it did improve first grader's skills in decoding unfamiliar words. And it produced changes in several instructional practices, such as the amount of time spent on five essential components of reading instruction and the amount of professional development in reading instruction. (Contains 3 figures and 1 note.) [For the full report, "Reading First Impact Study. Final Report. NCEE 2009-4038," see ED503344.].
Author: Christopher J. Lonigan
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 11
Get Book Here
Book Description
The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.
