This study examines the effect of 30 min of small group explicit instruction on reading outcomes for first-grade Spanish-speaking English learners (ELs) at risk of reading difficulties. Participants were 78 ELs from seven schools who were receiving Spanish only, or Spanish and English, whole group reading instruction in first grade. Students were…

Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…

This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The focus of this report is on comparisons between ninth grade newcomers and other groups of English language learners (ELLs). Analyses compare newcomers to 1) long-term ELLs who were…

In this study, we examined one model of coaching, Support for the Improvement of Practices through Intensive Coaching (SIPIC), which draws from both direct and responsive models of coaching with classroom teachers. We found the model to be effective in improving the comprehension instruction of teachers and in raising the reading achievement of…

Recruitment is a key challenge for researchers conducting any large school-based study. Control is needed not only over the condition participants receive, but also over how the intervention is implemented, and may include restrictions in other areas of school and classroom functioning. We report here on our experiences in recruiting participants…

First language learners acquire vocabulary in the context of participation in discourse, and the quantity and richness of that discourse is the best predictor of their progress. Similarly, we argue, engagement in discourse, in particular debate and discussion, is an effective component of classroom instruction for second and foreign language…

Objectives: This study examined the effects of Check & Connect (C&C) on the attendance, behavior, and academic outcomes of at-risk youth in a field-based effectiveness trial. Method: A multisite randomized block design was used, wherein 260 primarily Hispanic (89%) and economically disadvantaged (74%) students were randomized to treatment…

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in…

The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…

In this paper we examine the research literature on teacher performance pay. Evidence clearly suggests an upsurge of interest in many states and school districts, however, expanded use of merit pay has been controversial. We briefly review the history of teacher pay policy in the U.S. and earlier cycles of interest in merit or performance-based…