Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 3 |
| Since 2007 (last 20 years) | 5 |
Descriptor
Source
| National Center for Education… | 2 |
| Grantee Submission | 1 |
| Houston Independent School… | 1 |
| National Institute for… | 1 |
| Reading and Writing Quarterly | 1 |
Author
| Boulay, Beth | 1 |
| Carlson, Barbara | 1 |
| Chiang, Hanley | 1 |
| David J. Weiss | 1 |
| Deno, Stanley L. | 1 |
| Gamse, Beth C. | 1 |
| Gentile, Claudia | 1 |
| Gerber, Paul J. | 1 |
| Gina Biancarosa | 1 |
| Goin, Laura I. | 1 |
| Gregg, Noel | 1 |
| More ▼ | |
Publication Type
| Numerical/Quantitative Data | 8 |
| Reports - Research | 4 |
| Reports - Evaluative | 3 |
| Tests/Questionnaires | 2 |
| Information Analyses | 1 |
| Journal Articles | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
| Elementary Education | 3 |
| High Schools | 2 |
| Middle Schools | 2 |
| Adult Education | 1 |
| Grade 1 | 1 |
| Grade 10 | 1 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| Grade 7 | 1 |
| Grade 8 | 1 |
| More ▼ | |
Audience
Location
| California | 1 |
| Florida | 1 |
| Georgia | 1 |
| Massachusetts | 1 |
| New Mexico | 1 |
| New York | 1 |
| Ohio | 1 |
| Tennessee | 1 |
| Texas | 1 |
| Texas (Houston) | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
| Clinical Evaluation of… | 1 |
| Early Childhood Longitudinal… | 1 |
| Stanford Achievement Tests | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 1 |
Peer reviewed
Download full textMark L. Davison; David J. Weiss; Ozge Ersan; Joseph N. DeWeese; Gina Biancarosa; Patrick C. Kennedy – Grantee Submission, 2021
MOCCA is an online assessment of inferential reading comprehension for students in 3rd through 6th grades. It can be used to identify good readers and, for struggling readers, identify those who overly rely on either a Paraphrasing process or an Elaborating process when their comprehension is incorrect. Here a propensity to over-rely on…
Descriptors: Reading Tests, Computer Assisted Testing, Reading Comprehension, Elementary School Students
Houston Independent School District, 2018
Strategic Reading and Writing (SRW) is a reading and writing intervention course available to sixth- through tenth-grade students in the Houston Independent School District (HISD) who did not meet Grade Level standards on the State of Texas Assessments of Academic Readiness (STAAR) grades 3-8 reading the previous school year or who fell below the…
Descriptors: Reading Instruction, Writing Instruction, Intervention, Reading Strategies
Chiang, Hanley; Walsh, Elias; Shanahan, Timothy; Gentile, Claudia; Maccarone, Alyssa; Waits, Tiffany; Carlson, Barbara; Rikoon, Samuel – National Center for Education Evaluation and Regional Assistance, 2017
Reading comprehension--the ability to understand the meaning of text--is a foundational ability that enables children to learn in school and throughout life. Children who struggle with reading comprehension in the third or fourth grade are at high risk for dropping out of school, with detrimental effects on their future employment, income, and…
Descriptors: Reading Comprehension, Language Acquisition, Preschool Education, Early Childhood Education
Taymans, Juliana M.; Swanson, H. Lee; Schwarz, Robin L.; Gregg, Noel; Hock, Michael; Gerber, Paul J. – National Institute for Literacy, 2009
Findings from "Learning to Achieve: A Review of the Research Literature on Serving Adults With Learning Disabilities" will inform a new professional development program to be offered to practitioners and others working with adults with learning disabilities (LD). The six topics covered in the review--assessment, English language learners,…
Descriptors: Adults, Learning Disabilities, Literature Reviews, English (Second Language)
Deno, Stanley L.; And Others – 1980
Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading. Correlational analyses for five formative measures and three standardized measures provided evidence for the validity of Words in Isolation, Words in Context, and…
Descriptors: Achievement Tests, Elementary Education, Evaluation Methods, Exceptional Child Research
Direct linkHasselbring, Ted S.; Goin, Laura I. – Reading and Writing Quarterly, 2004
In this article, we describe the development of a technology-based intervention program for older struggling readers. Developed over several years, this program was based on a theoretical understanding of reading acquisition. In addition, it capitalized on pedagogical principles that can be enhanced through the use of integrated media. The end…
Descriptors: Reading Skills, Reading Difficulties, Literacy Education, Reading Instruction
Gamse, Beth C.; Jacob, Robin Tepper; Horst, Megan; Boulay, Beth; Unlu, Fatih – National Center for Education Evaluation and Regional Assistance, 2008
This report presents findings from the third and final year of the Reading First Impact Study (RFIS), a congressionally mandated evaluation of the federal government's initiative to help all children read at or above grade level by the end of third grade. The No Child Left Behind Act of 2001 established Reading First (RF) and mandated its…
Descriptors: Reading Comprehension, Teaching Methods, Regression (Statistics), State Programs
Parmer, Lavada Jacumin; Thames, Dana G.; Kazelskis, Richard – 1997
A study examined the effectiveness of an integrated language arts instructional format for teaching reading compared with the effectiveness of the typical traditional reading program. The study investigated the effectiveness of approaches that are representative of both viewpoints of the reading process (i.e., word recognition and the construction…
Descriptors: Comparative Analysis, Instructional Effectiveness, Integrated Activities, Intermediate Grades
