This study examined the efficacy of a shared book-reading approach to integrating literacy and science instruction. The purpose was to determine whether teaching science vocabulary using information text could improve low-income preschoolers' word knowledge, conceptual development, and content knowledge in the life sciences. Teachers in 17…

Research shows that some elementary math curricula are more effective than others at increasing student achievement. Most studies in this research base typically included teachers and classrooms that differ, so the results represent "average" curriculum effects, which raises an important question: Are curricula that are effective on…

This study reports the results of a cluster RCT evaluating the impact of Enhanced Core Reading Instruction on reading achievement of grade 1 at-risk readers. Forty-four elementary schools, blocked by district, were randomly assigned to condition. In both conditions, at-risk readers received 90 minutes of whole-group instruction (Tier 1) plus an…

Two experimental studies at one urban middle school investigated the effects of the combination of Tier I and Tier II evidence-based reading instruction compared to Tier I alone on struggling sixth-grade readers (N = 109). All participants received free or reduced-price lunch, and 95% were considered English learners at some point in their school…

To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an intervention, the Interactive Strategies…

Low-performing districts have sought to raise student achievement through adoption of schoolwide models for the reform of literacy instruction, a trend that has intensified under the Reading First Act. This study examined literacy achievement for first graders in a large urban district that offered its schools a choice of literacy reform models.…

Explored methods for helping students generate conceptual mathematical explanations during peer-mediated learning activities. Three groups (one with training in elaborated help, one with additional training in providing conceptual explanations, and one control) were compared after 18 weeks on mathematics achievement. Found that students with…

This consideration of effective ways to educate low-income, educationally at-risk students in kindergarten documents an approach that has been effective in accelerating academic growth. Results of a longitudinal study of children who received Direct Instruction in primary school indicated benefits when participants were in the ninth grade. (RH)

A two-year study determined the effects of a comprehensive cooperative-learning approach to reading and language arts instruction on students' achievement, attitudes, and metacognitive awareness. Students in second through sixth grades, some mainstreamed academically handicapped, worked in heterogeneous learning teams on reading and writing…

Examined first-year results of the Success for All (SFA) program, designed to bring every student to grade level in reading by third grade. Found that SFA benefits were most significant at the kindergarten level; teachers were highly accepting of the program; and the program's strengths included cooperative learning, regrouping, tutoring, early…

Developed and evaluated an explicit approach to teaching students to engage in elaborated help-giving during collaborative group work in reading. Found that grade level and treatment exerted statistically significant and practically sizable effects on the help that students provided their peers. (Author/LPP)

Attempting to increase reading engagement, a collaborative team implemented a year-long integration of reading/language arts and science instruction known as Concept-Oriented Reading Instruction (CORI). Compared to traditionally organized instruction, the CORI context increased strategy use, conceptual learning, and text comprehension more than…

Examined the responses of low-achieving students to reform-based mathematics instruction. Found that both the organization and task demands of the reform classrooms presented verbal and social challenges to low achievers that need to be addressed if these students are to benefit from reform-based mathematics instruction. (Author)