Sentences with phrase «grades reading outcomes»

In Ethiopia, for instance, LSI faculty have been working for five years under the direction of Research Triangle International to improve primary grades reading outcomes by improving the quality of pre-service teacher education throughout the country, training hundreds of teacher educators and developing training modules in seven local languages.

It is her hope that the Lead Early Educators for Success series will follow the same path as her prior set of briefs, Lead for Literacy, currently being used across the nation for literacy planning, including underpinning a statewide plan to improve third - grade reading outcomes in Arizona.

Identified specific strategies with the greatest potential to improve third grade reading outcomes.

Not exact matches

That's in large part owing to a provocative body of research showing that students who don't read with proficiency by the end of 3rd grade are far more likely to experience poor academic outcomes, including leaving school without a diploma.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading success of children in the elementary grades: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process.

Since the mid-1990s, the North Carolina Department of Public Instruction (NCDPI) has required all districts to submit data that include demographic information, attendance rates, and behavioral outcomes, yearly test scores in math and reading for grades 3 through 8, and subject - specific tests for higher grades.

Five indicators have a clear bearing on education outcomes: preschool enrollment, kindergarten enrollment, 4th - grade reading, 8th - grade mathematics, and high school graduation.

He has also led experimental studies of several widely used teacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading Intervreading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading IntervReading Intervention.

The primary educational outcomes for this study were standardized math and reading scores and grade repetition.

Is it any wonder that, even as national assessment data have shown decent gains in math achievement in recent years (at least in the early grades), reading outcomes remain dismal?

I want to know about long - term outcomes such as fourth - grade reading comprehension.

West's data on Florida includes annual FCAT math and reading test scores as well as two behavioral outcomes: days absent and a measure of whether they dropped out of high school by grade 10.

Kim has also led experimental studies of several widely used teacher professional development interventions for improving reading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading Intervreading and writing outcomes in the elementary and secondary grades, including the Pathway Project, Teacher Study Groups, and the Strategic Adolescent Reading IntervReading Intervention.

By the beginning of fourth grade, the point at which we can accurately predict long - term learning outcomes, only 33 percent of American children are at proficient reading levels.

For our final analysis, we conducted a stepwise regression in which the most powerful school level (systematic internal assessment and parent links) and classroom level (time in small - group instruction and time in independent reading) variables were simultaneously regressed on our most robust outcome measure, fluency as indexed by words correct per minute on a grade level passage.

We know this because racial disparities in grade - level reading, discipline rates, graduation rates, and many other outcomes have repeatedly shown up across the nation.

Preliminary results from three states administering Common Core - aligned tests, Idaho, Oregon and Washington, show better than expected outcomes in every grade in reading and all...

These analyses provide evidence that FAST ™ reading measures meet or exceed standards for classification accuracy at the «convincing evidence» level (62 %) or «partially convincing evidence» level (32 %) for an overall outcome that included 95 % of the individual comparisons across grades and states.

Across the country, states are adopting a number of different strategies to improve outcomes for students: third grade reading requirements, literacy initiatives, new assessment and accountability systems, plus an increased focus on data - driven decision - making are changing how districts approach teaching and learning for all students.

• Progress Monitoring - Determines through frequent measurement if students are making adequate progress or need more intervention to achieve grade - level reading outcomes.

Studies have linked successful reading ability at third grade to long - term educational outcomes.

Couple that with the state's Read to Achieve law which mandates all students will be reading on grade level by the end of third grade, and North Carolina is taking the first steps in the right direction of a long journey to improved student outcomes in K - 3 and beyond.

Teacher study group impact of the professional development model on reading instruction and student outcomes in first grade classrooms.

Over the next few years, Philadelphia's OST system will undertake a focused effort to improve reading outcomes for K - 3rd grade participants.

In their blended learning pilots, the district is increasing data transparency with students and providing differentiated and timely support in reading through a personalized stations rotation model in K - 5 reading classrooms and increased personalized in 6th grade reading classrooms in order to see improved academic outcomes and an increase in student progress ownership.

In addition to student achievement outcomes the study revealed differential patterns in favor of Science IDEAS of the evolution of teacher judgments of student reading proficiency across grades 3 - 7.

The research is clear: Students who are not reading proficiently by the end of third grade are much more likely to face poor academic outcomes.

She oversees the strategic planning, development, implementation, and evaluation of strategies to achieve Flamboyan's outcomes, which focus on ensuring that all public school students can read by third grade.

Nevertheless, Committee members found the evidence on the impact of high - quality pre-K and third - grade reading so compelling that members recommended making difficult choices to prioritize these areas even at the potential expense of other K - 12 funding priorities, such as lowering class sizes, investing in teacher professional development, and improving classroom technology, that have not been shown to correlate as strongly with improved student outcomes, particularly for high - need students.

Oakland Reads 2020 hopes the report will help drive a community call to action around third grade reading and early learning outcomes in Oakland.

Long and short - term students outcomes were measured by tests of literacy, curriculum - based measures of reading, monitoring of basic spelling and math skills, and classroom observations, the State of Kansas Reading Test (3rd grade) and the time to onset of special education sereading, monitoring of basic spelling and math skills, and classroom observations, the State of Kansas Reading Test (3rd grade) and the time to onset of special education seReading Test (3rd grade) and the time to onset of special education services.

In the early months and years of these initiatives, it can be difficult to assess whether changes in policy and practice are having a significant effect on big - picture outcomes for children — third grade reading scores, for instance, or college and career readiness.

Indiana can demonstrate more positive child level outcomes including increased kindergarten readiness and third grade reading levels.

The outcomes include ensuring that children are born healthy, are developmentally on track from birth to third grade, are ready to succeed in school at the time of entry, and are reading proficiently by the end of the third grade.

This study examines the relationship between teacher - reported culturally responsive beliefs and behaviors and grade 3 — 5 Latino students» reading outcomes.