Download or read book Cooperative Integrated Reading and Composition R What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2012 with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Cooperative Integrated Reading and Composition"[R] ("CIRC"[R]) is a reading and writing program for students in grades 2-6. It has three principal elements: story-related activities, direct instruction in reading comprehension, and integrated language arts/writing. Daily lessons provide students with an opportunity to practice comprehension and reading skills in pairs and small groups. Pairs of students read to each other; predict how stories will end; summarize stories; write responses to questions posed by the teacher; and practice spelling, decoding, and vocabulary. Within cooperative teams of four, students work to understand the main idea of a story and work through the writing activities linked to the story. A Spanish version of the program is available for grades 2-5. Thirty-eight studies reviewed by the What Works Clearinghouse (WWC) investigated the effects of "Cooperative Integrated Reading and Composition"[R] on beginning readers. One study (Stevens, Slavin, & Farnish, 1991) is a randomized controlled trial that meets WWC evidence standards without reservations. One study (Bramlett, 1994) is a quasi-experimental design that meets WWC evidence standards with reservations. These two studies are summarized in this report. The remaining 36 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for Stevens, Slavin, & Farnish, 1991 and Bramlett, 1994; (2) Outcome measures for each domain; (3) Findings included in the rating for the comprehension domain by construct and findings included in the rating for the general reading achievement domain; (4) Summary of subtest findings for the comprehension domain; Summary of subgroup findings for the comprehension domain; Summary of alternate contrast findings for the comprehension domain; and Summary of alternate contrast findings for the general reading achievement domain. A glossary of terms is included. (Contains 6 tables, 6 endnotes and 2 additional sources.).

Download or read book Bilingual Cooperative Integrated Reading and Composition What Works Clearinghouse Intervention Report written by and published by . This book was released on 2007 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt: The "Bilingual Cooperative Integrated Reading and Composition" ("BCIRC") program, an adaptation of the "Cooperative Integrated Reading and Composition" ("CIRC") program, was designed to help Spanish-speaking students succeed in reading Spanish and then making a successful transition to English reading. In the adaptation, students complete tasks that focus on reading, writing, and language activities in Spanish and English, while working in small cooperative learning groups. The intervention focuses on students in grades 2-5. One study reviewed by What Works Clearinghouse (WWC) investigated the effects of "BCIRC" on the reading achievement and English language development of English language learners. The study (Calderon, Hertz-Lazarowitz, & Slavin, 1998) was a quasi-experimental design that met WWC evidence standards with reservations. All students in the experimental schools (n = 3) and comparison schools (n = 4) were enrolled in bilingual programs and transitioning into English language instruction. Students in the comparison group participated in round-robin oral reading exercises and used workbooks for practice activities. A total of 222 Spanish-speaking English language learners in two cohorts participated in the project. However, only third graders were tested in English, so they are the only students included in this intervention report. At the time of posttesting, there were 85 third-grade students (n = 52 for "BCIRC" and n = 33 for control). The "Bilingual Cooperative Integrated Reading and Composition" program was found to have potentially positive effects on reading achievement and English language development. (Contains 8 footnotes.) [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Calderon, M., Hertz-Lazarowitz, R., and Slavin, R. (1998). Effects of Bilingual Cooperative Integrated Reading and Composition on students making the transition from Spanish to English reading. "Elementary School Journal," 99(2), 153-165.].

Download or read book Read Write Type TM What Works Clearinghouse Intervention Report written by and published by . This book was released on 2007 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is an evaluation of the "Read, Write & Type!"[TM] Learning System, a software program with supporting materials designed to teach beginning reading skills by emphasizing writing as a way to learn to read. The program was developed for six- to nine-year-old students who are just beginning to read and for students who are struggling readers and writers. The main goal of "Read, Write & Type!"[TM] is to help students develop an awareness of the 40 English phonemes and the ability to associate each phoneme with a letter or a combination of letters and a finger stroke on the keyboard. Other goals of the program include identifying phonemes in words and fluency in sounding out, typing, and reading regularly spelled words. One study of "Read, Write & Type!"[TM] met the What Works Clearinghouse (WWC) evidence standards. The study included 150 students from first grade in five elementary schools. The WWC considers the extent of evidence for "Read, Write & Type!"[TM] to be small for alphabetics and comprehension. No studies that met WWC standards with or without reservations addressed fluency or general reading achievement. Based on the one study, "Read, Write & Type!"[TM] was found to have potentially positive effects on alphabetics and no discernible effects on comprehension. Findings on fluency and general reading achievement were not reported in the study. (Contains 27 footnotes.) [This publication was produced by the What Works Clearinghouse. The following study is reviewed in this intervention report: Torgesen, J., Wagner, R., Rashotte, C., & Herron, J. (2003). "Summary of Outcomes from First Grade Study with Read, Write, and Type and Auditory Discrimination in Depth Instruction and Software with At-Risk Children" (FCRR Techn. Rep. No. 2). Retrieved from Florida Center for Reading Research Web site: http://www.fcrr.org/TechnicalReports/RWTfullrept.pdf].

Download or read book From Clunk to Click written by Janette K. Klingner and published by . This book was released on 2000 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Philanthropy and Education written by E. Thümler and published by Springer. This book was released on 2014-02-06 with total page 189 pages. Available in PDF, EPUB and Kindle. Book excerpt: Philanthropic foundations play an increasingly important role in attempts to enhance the performance of school systems. Based on case studies from Germany, Switzerland and the US, this book develops an innovative model of effective education philanthropy for successfully tackling problems in the complex field of education.

Download or read book Great Books What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2011 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Great Books" is a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school. The program is implemented as a core or complementary curriculum and is based on the Shared Inquiry[TM] method of learning. The purpose of "Great Books" is to engage students in higher-order thinking and collaborative problem solving. It involves teachers focusing discussion on the interpretation of a text and students participating as partners in these discussions. No studies of "Great Books" that fall within the scope of the Adolescent Literacy review protocol meet What Works Clearinghouse (WWC) evidence standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of "Great Books" on adolescent learners. (Contains 5 footnotes.).

Download or read book Project Read R Phonology What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2010 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Project Read"[R] is a multisensory language arts curriculum designed for use in a classroom or group setting. Two main objectives of the program are to use language in all its forms, and to use responsive instruction rather than preplanned textbook lessons. The program emphasizes direct instruction, and lessons move from letter-sounds to words, sentences, and stories. "Project Read"[R] has three strands: Phonics/Linguistics, Reading Comprehension, and Written Expression, which are integrated at all grade levels, though the emphasis of the specific strands differs by grade. This intervention report examines the effectiveness of "Project Read[R] Phonology." One study (Bussjaeger, 1993) of "Project Read[R] Phonology" that falls within the scope of the Students with Learning Disabilities review protocol meets WWC (What Works Clearinghouse) evidence standards, and one study (Acalin, 1995) meets WWC evidence standards with reservations. However, only the study by Acalin presents sufficient outcome data to allow the WWC to make a determination of the effectiveness of the program. Although this report describes the two studies, the WWC review of the effectiveness of the program is based only on the Acalin (1995) study, which included 66 students with learning disabilities in kindergarten through grade 4 from five school districts. Appended are: (1) Study characteristics: Bussjaeger, 1993; (2) Study characteristics: Acalin, 1995; (3) Outcome measures for the alphabetics domain; (4) Outcome measures for the reading comprehension domain; (5) Outcome measures for the general reading achievement domain; (6) Summary of study findings included in the rating for the alphabetics domain; (7) Summary of study findings included in the rating for the reading comprehension domain; (8) Summary of study findings included in the rating for the general reading achievement domain; (9) "Project Read[R] Phonology" rating for the alphabetics domain; (10) "Project Read[R] Phonology" rating for the reading comprehension domain; (11) "Project Read[R] Phonology" rating for the general reading achievement domain; and (12) Extent of evidence by domain. (Contains 9 footnotes.) [The following two studies are reviewed in this intervention report: Bussjaeger, J. J. (1993). "The effectiveness of Project Read on the reading achievement of students with learning disabilities" (Master's thesis, California State University, Fullerton, 1993). "Masters Abstracts International, 31"(04), 54-1480; and Acalin, T. A. (1995). "A comparison of Reading Recovery to Project Read" (Master's thesis, California State University, Fullerton, 1995). "Masters Abstracts International, 33"(06), 54-1660.].

Download or read book The Spalding Method written by What Works Clearinghouse and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Read Naturally What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2006 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Read Naturally" is designed to improve reading fluency using a combination of books, audiotapes, and computer software. According to the developer's web site, this program has three main strategies: repeated reading of text for developing oral reading fluency, teacher modeling of story reading, and systematic monitoring of student progress by the students themselves and by teachers. Students work at a reading level appropriate for their achievement level, progress through the program at their own rate, and work, for the most part, on an independent basis. The program has two versions. In one, students use audiocassettes or CDs in conjunction with hard-copy reading materials. In the second version students use the "Read Naturally" computer program alone. The "Read Naturally" program is designed to increase time spent reading. The What Works Clearinghouse (WWC) reviewed 14 studies on "Read Naturally." One study of "Read Naturally" met the WWC evidence standards and one study met WWC evidence standards with reservations. The two studies included 106 students from first and second grades in two elementary schools in Arizona and Georgia. Based on these two studies, the WWC found no discernible effects in the fluency and reading comprehension domains. (Contains 14 footnotes.) [The following studies are reviewed in this intervention report: (1) Hancock, C. M. (2002). Accelerating reading trajectories: The effects of dynamic research-based instruction. "Dissertation Abstracts International," 63(06), 2139A. (UMI No. 3055690); and (2) Mesa, C. L. (2004). "Effect of Read Naturally software on reading fluency and comprehension." Unpublished master's thesis, Piedmont College, Demorest, GA.].

Download or read book Success for All What Works Clearinghouse Intervention Report written by Institute of Education Sciences (ED), Washington, DC. and published by . This book was released on 2007 with total page 10 pages. Available in PDF, EPUB and Kindle. Book excerpt: Success for All (SFA) is a comprehensive reading, writing, and oral language development program for students in pre-K through eighth grade. Its underlying premise is that all children, including those with limited English proficiency, can and should be reading in English at grade level by the end of third grade. (SFA can impact Spanish literacy as well, though these outcomes fall outside the scope of this report.) Initial reading instruction is delivered in 90-minute daily blocks to students grouped by reading level, across classes and grades. Certified teachers provide daily tutoring to those students who are having difficulty reading. In addition, Family Support Teams and full-time SFA facilitators train teachers, oversee student assessments, encourage parental involvement, work to decrease absenteeism, and assist with decisions about group placement and tutoring. One study of SFA met the What Works Clearinghouse (WWC) evidence standards with reservations. The study included 324 English language learners from kindergarten to first grade who attended elementary schools in the District of Columbia, New York, Arizona, California, and Illinois. The WWC considers the extent of evidence for SFA to be small for reading achievement. No studies that met WWC evidence standards with or without reservations addressed mathematics achievement or English language development. The evidence presented in this report may change as new research emerges. (Contains 17 footnotes and 5 appendixes.).

Download or read book Cooperative Integrated Reading and Composition CIRC written by Robert E. Slavin and published by . This book was released on 1995 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Repeated Reading What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2014 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Repeated reading" is an academic practice that aims to increase oral reading fluency. "Repeated reading" can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During "repeated reading," a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level. The What Works Clearinghouse (WWC) identified two group design studies of "repeated reading" within the scope of the Students with Learning Disabilities topic area that meet WWC group design standards. Both studies meet WWC group design standards without reservations. Together, these studies included 78 students with learning disabilities from grades 5-12 in two different locations. The WWC considers the extent of evidence for "repeated reading" on students with learning disabilities to be small for four outcome domains--reading comprehension, alphabetics, reading fluency, and general reading achievement. There were no studies that meet standards in the five other domains covered by the WWC reading topic area, so this intervention report does not summarize the effectiveness of "repeated reading" for those domains. Appended are: (1) Research details for Ellis & Graves, 1990; (2) Research details for Wexler et al., 2010; (3) Group design outcome measures for each domain; (4) Group design findings included in the rating for the reading comprehension domain; (5) Group design findings included in the rating for the alphabetics domain; (6) Group design findings included in the rating for the reading fluency domain; (7) Group design findings included in the rating for the general reading achievement domain; (8) Group design follow-up test findings in the reading comprehension domain; (9) Group design posttest comparison of "repeated reading" and paraphrasing versus comparison in the reading comprehension domain; (10) Group design follow-up test comparison of "repeated reading" and paraphrasing versus comparison in the reading comprehension domain; and (11) Single-case design study that meets WWC pilot standards. A description of the WWC Rating Criteria and a Glossary of Terms are also included. [The two studies examined in this intervention report are: (1) Ellis, E. S., & Graves, A. W. (1990). "Teaching rural students with learning disabilities: A paraphrasing strategy to increase comprehension of main ideas." "Rural Special Education Quarterly," 10(2), 2-10; and (2) Wexler, J., Vaughn, S., Roberts, G., & Denton, C. (2010). "The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities." "Learning Disabilities Research & Practice," 25(1), 2-10.].

Download or read book Dialogic Reading What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2010 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dialogic reading is an interactive shared picture-book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner. Two studies of dialogic reading that fall within the scope of the Early Childhood Education Interventions for Children with Disabilities review protocol meet What Works Clearinghouse (WWC) evidence standards. The two studies included 52 students with language delays, from ages three to six, participating in early childhood programs in the Pacific Northwest. Both studies examined intervention effects on children's communication and language competencies. Based on these two studies, the WWC considers the extent of evidence for dialogic reading to be small for communication and language competencies for children with disabilities. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of dialogic reading for children with disabilities in the domains of cognitive development, literacy, math competencies, social-emotional development and behavior, functional abilities, or physical well-being. Dialogic reading was found to have potentially positive effects on communication and language competencies for children with disabilities. Appended are: (1) Study characteristics: Crain-Thoreson & Dale, 1999 (randomized controlled trial); (2) Study characteristics: Dale, Crain-Thoreson, Notari-Syverson, & Cole, 1996 (randomized controlled trial); (3) Outcome measures for the communication and language competencies domain; (4) Summary of study findings included in the rating for the communication and language competencies domain; (5) Dialogic reading rating for the communication and language competencies domain; and (6) Extent of evidence by domain. (Contains 10 footnotes.) [The following two studies are reviewed in this intervention report: Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. "Topics in Early Childhood Special Education," 19(1), 28-39; and Dale, P. S., Crain-Thoreson, C., Notari-Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. "Topics in Early Childhood Special Education," 16(2), 213-235.].

Download or read book Sound Partners What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2010 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Sound Partners" (Vadasy et al., 2004) is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students grades K-3 with below average reading skills. The program is designed specifically for use by tutors with minimal training and experience. Instruction emphasizes letter-sound correspondences, phoneme blending, decoding and encoding phonetically regular words, and reading irregular high-frequency words, with oral reading to practice applying phonics skills in text. The program consists of a set of scripted lessons in alphabetic and phonics skills and uses Bob Books[R] beginning reading series as one of the primary texts for oral reading practice. The tutoring can be provided as a pull-out or after-school program, as well as by parents who homeschool their children. The What Works Clearinghouse (WWC) reviewed 18 studies of "Sound Partners" for beginning readers. Four of these studies meet WWC evidence standards; three studies meet WWC evidence standards with reservations; the remaining 11 studies do not meet either WWC evidence standards or eligibility screens. Based on the seven studies, the WWC found positive effects in alphabetics, fluency, and comprehension and no discernible effects in general reading achievement for beginning readers. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) Summary of subscale findings; (5) "Sound Partners" ratings; and (6) Extent of evidence by domain. (Contains 10 footnotes.).

Download or read book Dialogic Reading What Works Clearinghouse Intervention Report Revised written by and published by . This book was released on 2007 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dialogic Reading" is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult who functions as an active listener and questioner. Two related practices are reviewed in the What Works Clearinghouse (WWC) intervention reports on "Interactive Shared Book Reading and Shared Book Reading." Four studies of "Dialogic Reading" met the WWC evidence standards and one study met the WWC evidence standards with reservations. Together these five studies included over 300 preschool children and examined intervention effects on children's oral language and phonological processing. The majority of the children studied were from economically disadvantaged families. This report focuses on immediate posttest findings to determine the effectiveness of the intervention; however, follow-up findings provided by the study authors are included in the technical appendices. "Dialogic Reading" was found to have positive effects on oral language and no discernible effects on phonological processing. (Contains 13 footnotes.) [This publication was produced by the What Works Clearinghouse. The following five studies are reviewed in this intervention report: (1) Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., and Samwel, C. S. (1999). "Effects of two shared-reading interventions on emergent literacy skills of at-risk preschoolers." Journal of Early Intervention, 22 (4), 306-322; (2) Lonigan, C. J., and Whitehurst, G. J. (1998). "Relative efficacy of parent and teacher involvement in a shared-reading intervention for preschool children from low-income backgrounds." Early Childhood Research Quarterly, 13 (2), 263-290; (3) Wasik, B. A., and Bond, M. A. (2001). "Beyond the pages of a book: Interactive book reading and language development in pre-school classrooms." Journal of Educational Psychology, 93 (2), 243-250; (4) Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., and Fischel, J. E. (1994). "A picture book reading intervention in day care and home for children from low-income families." Developmental Psychology, 30 (5), 679-689; and (5) Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., and Fischel, J. E. (1994). "Outcomes of an emergent literacy intervention in Head Start." Journal of Educational Psychology, 86 (4), 542-555.].

Download or read book Dialogic Reading What Works Clearinghouse Intervention Report written by and published by . This book was released on 2006 with total page 33 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Dialogic Reading" is an interactive shared picture book reading practice designed to enhance young children's language and literacy skills. During the shared reading practice, the adult and the child switch roles so that the child learns to become the storyteller with the assistance of the adult, who functions as an active listener and questioner. Two related practices are reviewed in the What Works Clearinghouse (WWC) intervention reports on "Interactive Shared Book Reading" and "Shared Book Reading." Eight studies reviewed by the WWC investigated the effects of "Dialogic Reading" in center-based settings. Four studies (Lonigan et al., 1999; Lonigan & Whitehurst, 1998; Wasik & Bond, 2001; Whitehurst, Epstein, et al., 1994) were randomized controlled trials that met WWC evidence standards. Two studies (Crain-Thoreson & Dale, 1999; Whitehurst, Arnold, et al., 1994) were randomized controlled trials with differential attrition that lowered the evidence ratings of the studies to met WWC evidence standards with reservations. The remaining two studies did not meet WWC evidence screens. Lonigan et al. (1999) included 95 two- to five-year-old predominantly low-income children from five child care centers in an urban area in Florida. Lonigan et al. compared two interventions--"Dialogic Reading" and typical shared book reading--to a no-treatment comparison group. This report focuses on the comparison of oral language and phonological processing outcomes between the "Dialogic Reading" group and the no-treatment comparison group with a total of 66 children. Lonigan and Whitehurst (1998) included 91 low-income three- to four-year-old children from four child care centers in Nashville, Tennessee. Lonigan and Whitehurst compared three intervention groups--"Dialogic Reading" at school, "Dialogic Reading" at home, and "Dialogic Reading" both at school and at home-to a no-treatment comparison group. This report focuses on the comparison of oral language outcomes between the combined school and school plus home group and the no-treatment comparison groups with a total of 75 children. Wasik and Bond (2001) included 121 low-income three- to four-year-old children from a Title I early learning center in Baltimore, Maryland. Wasik and Bond compared oral language outcomes for children participating in "Dialogic Reading" plus reinforcement activities with outcomes for children in a comparison condition who were read the same books by teachers with no training in "Dialogic Reading." Whitehurst, Epstein, et al. (1994) included 167 at-risk low-income four-year-old children from four Head Start centers in Suffolk County, New York. Whitehurst, Epstein, et al. compared oral language, phonological processing, print knowledge, and early reading/writing outcomes for children participating in "Dialogic Reading" combined with an adapted Sound Foundations curriculum to outcomes for children participating in a no-treatment comparison group. Based on these six studies, the WWC found positive effects for oral language, potentially positive effects for print knowledge, no discernible effects for phonological processing, and potentially positive effects for early reading/writing. The evidence presented in this report may change as new research emerges. (Contains 16 footnotes.) [This publication was produced by the What Works Clearinghouse. The following six studies are reviewed in this intervention report: (1) Lonigan, C. J., Anthony, J. L., Bloomfield, B. G., Dyer, S. M., & Samwel, C. S. (1999). Effects of Two Shared-Reading Interventions on Emergent Literacy Skills of At-Risk Preschoolers. "Journal of Early Intervention," 22(4), 306-322; (2) Lonigan, C. J., & Whitehurst, G. J. (1998). Relative Efficacy of Parent and Teacher Involvement in a Shared-Reading Intervention for Preschool Children from Low-Income Backgrounds. "Early Childhood Research Quarterly," 13(2), 263-290; (3) Wasik, B. A., & Bond, M. A. (2001). Beyond the Pages of a Book: Interactive Book Reading and Language Development in Preschool Classrooms. "Journal of Educational Psychology," 93(2), 243-250; (4) Whitehurst, G. J., Epstein, J. N., Angell, A. L., Payne, A. C., Crone, D. A., & Fischel, J. E. (1994). Outcomes of an Emergent Literacy Intervention in Head Start. "Journal of Educational Psychology," 86 (4), 542-555; (5) Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing Linguistic Performance: Parents and Teachers as Book Reading Partners for Children with Language Delays. "Topics in Early Childhood Special Education," 19 (1), 28-39; and (6) Whitehurst, G. J., Arnold, D. S., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A Picture Book Reading Intervention in Day Care and Home for Children from Low-Income Families. "Developmental Psychology," 30 (5), 679-689.].

Download or read book Project SEED What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2012 with total page 5 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Project SEED" is a supplemental mathematics program for low-achieving students in grades 3 through 8 and is intended to prepare students to be successful in high school and college math. Based on the Socratic method, instruction is delivered through a series of questions to the class. In addition to individual responses, the instructor solicits group feedback through silent hand signals, chorus responses, and quick surveys of written work. The program is intended to encourage active student learning, develop critical thinking, and strengthen articulation skills. Student learning is assessed regularly, and instructors adapt the lessons to accommodate different ability levels. The curriculum, taught by mathematics specialists, includes topics from advanced mathematics, such as advanced algebra, pre-calculus, group theory, number theory, calculus, and geometry. "Project SEED" instruction is provided in addition to regular math instruction four times a week for 14 to 16 weeks. The program also provides professional development for classroom teachers through modeling, coaching, and workshops. The What Works Clearinghouse (WWC) identified 16 studies of "Project SEED" for elementary school students that were published or released between 1988 and 2011. Eight studies are within the scope of the Elementary School Math review protocol but do not meet WWC evidence standards. Five of these studies use a quasi-experimental design in which the analytic intervention and comparison groups are not shown to be equivalent prior to the start of the intervention. In the remaining three studies, "Project SEED" was offered through learning centers that provided a number of educational interventions in addition to "Project SEED". Therefore, measures of effectiveness in these studies cannot be attributed solely to "Project SEED". Eight studies are out of the scope of the Elementary School Math review protocol because they have an ineligible study design. Six of these studies do not include primary analysis of the effectiveness of "Project SEED". One study does not use a comparison group or single-case design. One study does not use a sample of elementary school students. A glossary of terms is included. (Contains 2 endnotes and 1 additional resource.).