"Reading Recovery[R]" is a short-term intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. The supplementary program aims to promote literacy skills and foster the development of reading and writing strategies by tailoring individualized lessons to each student. Tutoring is…

Following a model for an extended-day kindergarten program that had been in operation in select schools for nearly 20 years, a southeastern Virginia school division expanded the Extended-Day Kindergarten (EDK) Program with an additional 40 classes in 39 schools during the 2006-2007 school year. The EDK Program supplemented the traditional half-day…

The purpose of this evaluation was to determine the effectiveness of an online reading teacher and literacy instructor training program. A mixed-method research design was used in conjunction with the improvement-focused model of program evaluation to help the researcher identify strengths and weaknesses of the program. Overall, data showed the…

"Reading Mastery," one of several curriculum components that constitute the "Direct Instruction" curriculum from SRA/McGraw-Hill, is designed to provide systematic instruction in reading to students in grades K-6. "Reading Mastery," which can be used as an intervention program for struggling readers, as a supplement…

The Indiana Department of Education (IDOE) has administered the Early Literacy Intervention Grant Program (ELIGP) since 1997. During the first 3 years of the program, about half of the state's elementary schools received funding through ELIGP, either through Reading Recovery or Other Early Literacy Interventions (OELI). This report summarizes the…

A study used aesthetic criteria and artistic criticism to find meaning in one part of the kindergarten and first grade curriculum, "Writing To Read," a computer-based program for beginning reading. Subjects, students in a kindergarten class, were observed several days a week from the day in April when they began the program until the day…

An evaluation was made of the language development component of Columbus, Ohio's All Day Kindergarten Program (ADKP). The ADKP was instituted in Columbus' public schools in January, 1972, to provide a full day of instruction for underachieving kindergarten pupils. The overall goal of the program was to prepare pupils for first grade by providing…

Selections from the last three basal reading series produced by the Houghton Mifflin Company were examined to determine what improvements were made. One of the fundamental changes occurring in the 1971 revision ("Readers") was the replacement of grade designations with numerical levels that provided a better match between student and…

The "Direct Instructional System for Teaching Reading" (DISTAR) is a highly structured, synthetic method of teaching reading that was developed to provide beginning and remedial reading instruction to primary school children who have had difficulty learning from other materials. To determine DISTAR's effectiveness as a teaching method,…

This document provides the final evaluation report of the language development component of the Columbus, Ohio, Public Schools' Chapter 1 All-Day Kindergarten Program for 1989-1990. The overall goal of the program was to prepare underachieving kindergarten children for first grade. A total of 17 teachers in 17 elementary schools participated in…

A study evaluated the effectiveness of the Success in Beginning Reading and Writing (SBRW) program which is based on the philosophy that children should be taught to read and write using materials they will rely on later in life. Subjects, four teachers and 48 students in the SBRW program and five teachers and 50 students in a Holt Basic Reading…

The Bryan Independent School District (Texas) has implemented a primary grade parent involvement program based on a home-partnership model and a contract of cooperation between the parents and schools. By signing the contract, the parents agree to (1) listen to their child read 15 minutes three days a week; (2) read a story a day to their child;…

This report summarizes research supports addressing three areas as targets for educational improvement in Alabama: beginning reading, expansion of reading power, and intensive intervention for those who are reading below grade level. The paper also describes Alabama's statewide initiative to implement best practices in these areas and summarizes…

Intended to provide the Portland Public Schools Curriculum Department documentation of the second-year kindergarten implementation and to provide kindergarten teachers data to support the development of a readiness continuum and placement criteria, this report furnishes a detailed explanation and survey of the Writing to Read program, an…

A privately funded project that placed reading aides in the first three grades of the public schools was initiated in a rural county of Mississippi. The program provided a paraprofessional assistant reading instructor who worked under the direction of a classroom teacher to strengthen and enrich children's work in small groups or in an educational…