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Inns, Amanda J.; Lake, Cynthia; Pellegrini, Marta; Slavin, Robert – Center for Research and Reform in Education, 2019
This article reviews research on the outcomes of diverse reading approaches on the achievement of struggling readers in elementary schools. 61 studies of 48 different programs met rigorous standards. 84% were randomized experiments and 16% quasi-experiments. Outcomes were positive for one-to-one tutoring and were positive but not as large for…
Descriptors: Reading Difficulties, Reading Programs, Elementary School Students, Program Effectiveness
Slavin, Robert E.; Lake, Cynthia; Inns, Amanda; Baye, Ariane; Dachet, Dylan; Haslam, Jonathan – Center for Research and Reform in Education, 2019
This paper reviews research on outcomes of writing programs for students in grades 2 to 12. Studies had to meet rigorous standards of research including use of randomized or well-matched control groups, measures independent of the program developers, researchers, and teachers, and adequate sample size and duration. Fourteen studies of 12 programs…
Descriptors: Educational Research, Writing Instruction, Elementary Secondary Education, Program Effectiveness
Wolf, Rebecca; Latham, Gavin; Armstrong, Clayton; Ross, Steven; Laurenzano, Mary; Daniels, Cecilia; Eisinger, Jane; Reilly, Joseph – Center for Research and Reform in Education, 2018
The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). The project was federally funded by a grant from the U.S.…
Descriptors: Literacy, English (Second Language), Second Language Learning, Program Evaluation
Pellegrini, Marta; Lake, Cynthia; Inns, Amanda; Slavin, Robert E. – Center for Research and Reform in Education, 2018
This article reviews research on the mathematics achievement outcomes of all programs with at least one study meeting inclusion criteria. 78 studies evaluated 61 programs in grades K-5. The studies were very high in quality, with 65 (83%) randomized and 13 (17%) quasi-experimental evaluations. Programs were organized in 8 categories. Particularly…
Descriptors: Elementary School Mathematics, Mathematics Achievement, Program Effectiveness, Tutoring
Center for Research and Reform in Education, 2017
Educational technology products offer potentially effective means of supporting teaching and learning in K-12 classrooms. But for any given instructional need, there are likely to be numerous product options available for purchasing. What can school districts do to help ensure that good selections are made? In a recent, comprehensive study of…
Descriptors: Educational Technology, Technology Uses in Education, School Districts, Purchasing
Chambers, Bette; Cheung, Alan C. K.; Slavin, Robert E. – Center for Research and Reform in Education, 2016
This systematic review of research on early childhood programs seeks to identify effective approaches capable of improving literacy and language outcomes for preschoolers. It applies consistent standards to determine the strength of evidence supporting a variety of approaches, which fell into two main categories: "comprehensive…
Descriptors: Early Childhood Education, Preschool Children, Outcomes of Education, Teaching Methods
Morrison, Gary R.; Morrison, Jennifer R.; Ross, Steven M. – Center for Research and Reform in Education, 2016
For many years, researchers attempted to prove that the use of technology would improve student achievement (Morrison, 1994). Many of these assertions prompted researchers to "test" the effectiveness of these various technologies by comparing a technology such as television or computers to a teacher teaching. While a number of…
Descriptors: Educational Technology, Literature Reviews, Meta Analysis, Teaching Methods
Corcoran, Roisin P.; Ross, Steven M. – Center for Research and Reform in Education, 2015
The study was implemented in the Title I Marinette School District using a randomized experimental design and parallel quasi experimental design spanning three grades 1-3 in 3 district elementary schools. The Remediation Plus Intervention is a multi-sensory, systematic synthetic phonics curriculum for all ages of students who struggle with…
Descriptors: Remedial Programs, Remedial Reading, Remedial Instruction, Program Effectiveness
Cheung, Alan; Slavin, Robert E.; Kim, Elizabeth; Lake, Cynthia – Center for Research and Reform in Education, 2015
This article reports a systematic review of research on science programs in grades 6-12. Twenty-one studies met inclusion criteria including use of randomized or matched assignment to conditions, measures that assess content emphasized equally in experimental and control groups, and a duration of at least 12 weeks. Programs fell into four…
Descriptors: Secondary School Science, Science Programs, Middle School Students, High School Students
Center for Research and Reform in Education, 2012
Which science programs have been proven to help elementary students to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the science achievement of students in grades K-6: (1) Inquiry-oriented programs without science kits, such as Increasing Conceptual Challenge, Science IDEAS, and Collaborative…
Descriptors: Evidence, Teaching Methods, Control Groups, Video Technology
Center for Research and Reform in Education, 2012
This review summarizes research on the effects of technology use on mathematics achievement in K-12 classrooms. The main research questions included: (1) Do education technology applications improve mathematics achievement in K-12 classrooms as compared to traditional teaching methods without education technology?; and (2) What study and research…
Descriptors: Mathematics Achievement, Computer Assisted Instruction, Educational Technology, Program Effectiveness
Cheung, Alan C. K.; Slavin, Robert E. – Center for Research and Reform in Education, 2012
This review synthesizes research on English reading outcomes of all types of programs for Spanish-dominant ELLs in elementary schools. It is divided into two major sections. One focuses on studies of language of instruction, and one on reading approaches for ELLs other than bilingual education. A total of 14 qualifying studies met the inclusion…
Descriptors: Tutoring, Reading Programs, Minority Group Students, Bilingual Education
Center for Research and Reform in Education, 2012
This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades K-6 were included…
Descriptors: Reading Achievement, Educational Technology, Reading Difficulties, Reading Programs
Cheung, Alan C. K.; Slavin, Robert E. – Center for Research and Reform in Education, 2012
The purpose of this review is to learn from rigorous evaluations of alternative technology applications how features of using technology programs and characteristics of their evaluations affect reading outcomes for students in grades K-12. The review applies consistent inclusion standards to focus on studies that met high methodological standards.…
Descriptors: Reading Achievement, Elementary Secondary Education, Educational Technology, Meta Analysis
Center for Research and Reform in Education, 2012
This review examines research on the effects of technology use on reading achievement in K-12 classrooms. It applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 84 qualified studies based on over 60,000 K-12 participants were included in the final analysis. Four major categories of…
Descriptors: Reading Achievement, Elementary Secondary Education, Educational Technology, Meta Analysis
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