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This guide was developed to help district- and school-based practitioners conduct self-studies for planning and implementing early literacy interventions. Templates for data collection and guiding questions are provided to help guide conversations of the self-study team. The goal is to improve the quality of early literacy interventions and student performance in literacy.
This guide was developed to help district- and school-based practitioners conduct self-studies for planning and implementing middle grades literacy interventions. Templates for data collection and guiding questions are provided to help guide conversations of the self-study team. The goal is to improve the quality of early literacy interventions and student performance in literacy.
This guide was developed to help district- and school-based practitioners conduct self-studies for planning and implementing high school academic interventions. Templates for data collection and guiding questions are provided to help guide conversations of the self-study team. The goal is to improve the implementation of interventions and decrease the number of students failing to graduate from high school on time.
This rubric was designed to help practitioners at the state, district, school, or university level evaluate reading/language arts instructional and intervention materials in grades K-5 based on rigorous research and standards. The rubric is organized by content area for grades K-2 and grades 3-5. Guidance is provided detailing facilitator responsibilities, professional learning for reviewers, and how the scores may be used.
This guide was developed to facilitate self-studies of planning and implementing summer reading camp programs for grade 3 students in need of intervention. Templates for data collection and guiding questions are provided to help guide conversations of the self-study team. The goal is to improve instruction and increase the number of students meeting the grade-level standard by the end of summer reading camp.
This document provides descriptions of the roles and responsibilities of those charged with implementing an intervention plan. Roles for state-, district-, and school level team members are described.
The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching writing in elementary school. The guide provides practical, clear information on critical topics related to teaching writing and is based on the best available evidence as judged by the authors. The authors comprise a panel of experts in the field.
The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenges of teaching students in grades 6–12 to write effectively. This guide synthesizes the best publicly available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The authors of the guide comprise a panel of experts in the field.
The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide synthesizes the best available research on foundational reading skills and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed. The authors of the guide comprise a panel of experts in the field.
The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators addressing the challenge of reducing the number of children who fail to learn how to read proficiently by using “response to intervention” (RtI) as a means of both preventing reading difficulty and identifying students who need more help. The guide provides practical, clear information on critical RtI topics and is based on the best available evidence as judged by a panel of experts in the field.
The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators addressing a multifaceted challenge that lacks developed or evaluated packaged approaches. The guide provides practical and coherent information on critical topics related to literacy instruction for English learners. The authors of the guide comprise a panel of experts in the field.
The goal of this practice guide is to offer educators specific evidence-based recommendations that address the challenge of teaching reading comprehension to students in kindergarten through third grade. The guide provides practical, clear information on critical topics related to teaching reading comprehension and is based on the best available evidence as judged by the authors. The authors comprise a panel of experts in the field.
The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching English learners in the elementary and middle grades: building their English language proficiency while simultaneously building literacy, numeracy skills, and content knowledge of social studies and science. The guide provides practical and coherent information on critical topics related to literacy instruction for English learners, and is based on the best available evidence as judged by the authors. The authors comprise a panel of experts in the field.
The goal of this practice guide is to formulate specific and coherent evidence-based recommendations that educators can use to improve literacy levels among adolescents in upper elementary, middle, and high schools. The guide includes specific recommendations for educators and the quality of evidence that supports these recommendations as judged by the authors. The authors comprise a panel of experts in the field.
The Regional Educational Laboratory (REL) Southeast developed a Professional Learning Community (PLC) Facilitators Guide to support educators in the implementation of recommendations from the What Works Clearinghouse's Practice Guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. The materials in the PLC include a facilitator's guide, participant activities, and videos. The facilitator's guide includes a framework for facilitators to conduct each of the ten PLC sessions. It also includes participant activities, discussion questions, small- and whole-group activities, and implementation and reflection activities.
The Professional Learning Communities Facilitator's Guide is designed to assist teams of educators in applying the evidence-based strategies presented in the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School educator's practice guide , produced by the What Works Clearinghouse. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share, and apply key ideas and strategies to help K–8 English learners acquire the language and literacy skills needed to succeed academically.
Evidence-based programs will be useful to the extent they produce benefits to individuals on a socially significant scale. It appears the combination of effective programs and effective implementation methods is required to assure consistent uses of programs and reliable benefits to children and families. To date, focus has been placed primarily on generating evidence and determining degrees of rigor required to qualify practices and programs as "evidence-based." To be useful to society, the focus needs to shift to defining "programs" and to developing state-level infrastructures for statewide implementation of evidence-based programs and other innovations in human services. In this article, the authors explicate a framework for accomplishing these goals and discuss examples of the framework in use. (Contains 4 figures.)
There is much interest in the impact of early childhood education programs on preschoolers and, in particular, on the magnitude of cognitive and affective gains. Because this new segment of public education requires significant funding, accurate descriptions are required of the potential benefits and costs of implementing specific preschool programs. To address this issue comprehensively, a meta-analysis was conducted for the purpose of synthesizing the outcomes of comparative studies in this area. A total of 123 comparative studies of early childhood interventions were analyzed. Each study provided a number of contrasts, where a contrast is defined as the comparison of an intervention group of children with an alternative intervention or no intervention group.
The Even Start Classroom Literacy Interventions and Outcomes (CLIO) Study presents 2-year impacts of the curricula on child language, literacy, and social competence; parenting skills; parent literacy; and instructional practices and participation in preschool and parenting classes. Prior studies have established that Even Start does not have statistically significant impacts on children's emergent literacy or on parent literacy. The CLIO study investigated whether the implementation of research-based, literacy-focused curricula would improve literacy outcomes for Even Start children and parents.
This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects.
This report was written by the National Early Literacy Panel and represents a systematic and extensive synthesis of the published research literature concerning children’s early literacy skills. It was released in 2008.
This document details the protocol established by the What Works Clearinghouse to identify studies that meet What Works Clearinghouse design standards for early childhood education interventions.
This report details a randomized controlled trial in 55 low-performing schools across Florida where two pull-out early literacy interventions were compared – one using standalone materials and one using materials embedded in the existing core reading program. https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2017251.pdf
This report summarizes thirty-three studies of adolescent literacy programs and practices published over the last 20 years which were identified as having a rigorous research design from which causal implications could be drawn. Of the 33 studies, 12 were identified as having positive or potentially positive effects on reading comprehension. https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=464
This paper presents a framework for validating child care quality improvement standards and processes, along with examples from recent quality rating and improvement systems (QRISs) validation studies in two states. The implications of applying these approaches are discussed and recommendations are provided to researchers, policy-makers, and program leaders who implement QRIS validation studies.
Early Childhood Research Quarterly, 30, 280-290. doi:10.1016/j.ecresq.2014.04.005 Balu, R., Zhu, P., Doolittle, F., Schiller, E., Jenkins, J., & Gersten, R. (2015). Evaluation of response to intervention practices for elementary school reading (NCEE No. 2016-4000). Washing, DC: U.S. Department of Education, National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences. This study describes RtI practices and compares their prevalence between two different samples: a reference sample of schools representative of elementary schools in the 13 states included in the evaluation and an impact sample of 146 elementary schools with three or more years of implementing RtI approaches in reading.
A commentary on what the national response-to-intervention evaluation left unanswered and what reading intervention research tells us. Exceptional Children, 83, 244-254. In this commentary the authors explain what the national RtI evaluation examined and highlight the strengths and weaknesses of the design; clarify the results of the evaluation and highlight some key implementation issues; describe how rigorous efficacy trials on reading interventions can supplement several issues left unanswered by the national evaluation; and discuss implications for future research and practice based on the findings of the national evaluation and reading intervention research.
This comprehensive review of research literature from 2002 to June 2014 assessed the evidence base supporting reading interventions in grades 1-3 to improve reading outcomes for students at risk of struggling with typical classroom reading instruction. The findings are based on studies of 20 interventions that the review team identified and determined met What Works Clearinghouse evidence standards.
