Publication Date
| In 2026 | 0 |
| Since 2025 | 1 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 4 |
| Since 2007 (last 20 years) | 6 |
Descriptor
| Elementary School Students | 6 |
| Program Implementation | 6 |
| Reading Fluency | 6 |
| School Districts | 6 |
| Emergent Literacy | 5 |
| Reading Tests | 5 |
| Grade 2 | 3 |
| Grade 3 | 3 |
| Grade 4 | 3 |
| Grade 5 | 3 |
| Professional Development | 3 |
| More ▼ | |
Source
| Learning Disabilities: A… | 1 |
| Learning Disability Quarterly | 1 |
| Online Submission | 1 |
| ProQuest LLC | 1 |
| South Dakota Department of… | 1 |
| Utah State Board of Education | 1 |
Author
| Andrew Scanlan | 1 |
| Avery Wall | 1 |
| Chaparro, Erin A. | 1 |
| Fratto, Kim | 1 |
| Freeman, Rachel | 1 |
| Gough, Timothy Jerome | 1 |
| Jackson, Kathleen Ryan | 1 |
| Meetal Shah | 1 |
| Miller, Dawn | 1 |
| Newcomer, Lori | 1 |
| Nielsen, Darin | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 2 |
| Dissertations/Theses -… | 1 |
| Guides - Non-Classroom | 1 |
| Numerical/Quantitative Data | 1 |
| Reports - Descriptive | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Elementary Education | 6 |
| Early Childhood Education | 2 |
| Elementary Secondary Education | 2 |
| Grade 1 | 2 |
| Grade 2 | 2 |
| Grade 3 | 2 |
| Grade 4 | 2 |
| Grade 5 | 2 |
| Intermediate Grades | 2 |
| Kindergarten | 2 |
| Middle Schools | 2 |
| More ▼ | |
Audience
| Policymakers | 1 |
Location
| Louisiana | 1 |
| Oregon | 1 |
| South Dakota | 1 |
| Utah | 1 |
Laws, Policies, & Programs
| Every Student Succeeds Act… | 1 |
Assessments and Surveys
| Dynamic Indicators of Basic… | 4 |
What Works Clearinghouse Rating
Download full textMeetal Shah; Andrew Scanlan; Avery Wall – Online Submission, 2025
Purpose: This study examines the impact of the Amira Learning AI-powered reading platform on literacy outcomes for elementary students in 12 school districts in Louisiana during the 2023-24 school year. Methodology: Employing a quasi-experimental design aligned with the Every Student Succeeds Act Level II (Moderate Evidence) standard, a…
Descriptors: Artificial Intelligence, Outcomes of Education, Educational Technology, Elementary School Students
Fratto, Kim; Throndsen, Jennifer; Suddreth, Diana; Nielsen, Darin – Utah State Board of Education, 2018
The purpose of this report is to provide formative and summative feedback to the Utah State Board of Education (USBE) regarding evidence of implementation and impact for the Interventions for Reading Difficulties Pilot Program. The report, while addressing the effects of the Interventions for Reading Difficulties Pilot Program, is also designed to…
Descriptors: Intervention, Reading Difficulties, Reading Programs, State Programs
Peer reviewed
Direct linkChaparro, Erin A.; Smolkowski, Keith; Jackson, Kathleen Ryan – Learning Disability Quarterly, 2020
Oregon's Effective Behavioral and Instructional Support Systems (EBISS) initiative was implemented in 25 school districts. The initiative trained and coached district leaders and teachers in the use of the EBISS model through the lens of implementation science. The EBISS model integrates school-wide positive behavior intervention and supports…
Descriptors: Positive Behavior Supports, State Programs, Coaching (Performance), Professional Development
Gough, Timothy Jerome – ProQuest LLC, 2017
The purpose of this study was to determine how teachers in an urban school district implemented Comprehensive Literacy Improvement Program (CLIP) and balanced literacy framework in second through fifth grade classrooms by exploring the evidence of implementation of guided reading strategies. Instructional delivery, training methodology, phonemic…
Descriptors: Literacy Education, Program Implementation, Elementary School Students, Urban Schools
Freeman, Rachel; Miller, Dawn; Newcomer, Lori – Learning Disabilities: A Contemporary Journal, 2015
The evolution of multi-tier systems of support (MTSS) for both academics and behavior has reflected the diverse interests of those leading implementation efforts, the influence of various state and local regulatory requirements, and differing funding methods and priorities. These variations have naturally led to many different pathways for…
Descriptors: School Districts, Board of Education Role, Leadership, Intervention
South Dakota Department of Education, 2012
The National Association of State Directors of Special Education (NASDSE, 2005) defines response to intervention (RTI) as the practice of providing high-quality instruction and intervention based on a student's needs, changing instruction and/or goals through frequent monitoring of progress, and applying the student response data to important…
Descriptors: Response to Intervention, Program Implementation, Models, At Risk Students
