Common Core

The author defines fluency and suggests what teachers can do to assess students to determine if they are fluent. The author also provides a historical backdrop for understanding fluency and will respond to the National Reading Panel report (NICHD, 2000), which states that the panel could find no experimental evidence either for or against the value of independent reading.

This study examined the treatment utility of brief experimental analysis for selecting skill-based oral reading interventions that targeted acquisition and fluency. 

This report is the first of a new initiative by Student Achievement Partners to review different reading instructional programs that have been adopted and are widely used in schools.

The authors investigated the hypothesis that treatment acceptability influences teachers' use of a formative evaluation system (curriculum-based measurement) and, relatedly, the amount of gain effected in math for their students.

The goal of the proposed study was to determine whether third-grade
students’ (n = 74) transcriptional skills and gender predicted their writing fluency growth in response to a performance feedback intervention.

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

This article explores factors influencing the sustained use of Peer Assisted Learning Strategies (PALS) in math in one elementary school.

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

The purpose of this study was to examine the effects of a sequence of three single-digit (1 digit 3 1 digit) multiplication problems on the latency to initiate multiple-digit (3 digit 3 3 digit) multiplication problems for 2 students in an alternative education school

Drawing on administrative data and reading achievement data
provided by two Midwestern school districts for three participating
Kids Read Now schools, the current study provides the first opportunity to study the reading outcomes of Kids Read Now students.

This research took a more historical look, examining NAEP data over the past decade to find connection between standard-based reform and student outcomes. The findings suggest that there is clear evidence that standards-based reform works, particularly when it comes to the needs of low-income students. The Common Core is the most recent major policy initiative to advance the broader standards-based reform approach. States should continue their commitment to the Common Core’s full implementation and aligned assessments.

Meta-analytic procedures were used to analyze the link between skill proficiency and interventions categorized as addressing acquisition or fluency needs. Results suggest that the skill-by-treatment paradigm may be useful for matching skill levels in math to successful interventions and illustrate the need for additional research examining fluency interventions, particularly for students with instructional-level skills.

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

The oral reading of 65 first-graders experiencing difficulties in beginning reading was observed during primary reading instructional time. Findings indicate most instruction for struggling readers was not aligned with recent research on preventing reading difficulties, and even struggling readers receiving reading instruction aligned with best practices are making minimal progress. 

Mathematics fluency is a critical component of mathematics learning yet few attempts have been made to synthesize this research base. Seventeen single-case design studies with 55 participants were reviewed using meta-analytic procedures.

Four experiments were conducted to examine variables associated with response practice as an instructional technique for individuals with intellectual disabilities. The results showed that the cover procedure generally did not enhance performance over and above that produced by practice alone, and written practice generally was not superior to oral practice.

Examines the Instructional Hierarchy, a conceptual framework for refining the notion of academic responding according to a learning hierarchy and describing treatment components (e.g., modeling, drill, reinforcement, etc.) that correspond to different stages of the learning hierarchy. 

Reading interventions were applied in a brief multielement format to examine their effectiveness at improving the oral reading fluency of three students referred for reading problems. 

This report recommends an accountability approach that focuses on meaningful learning, enabled by professionally skilled and committed educators, and supported by adequate and appropriate resources, so that all students regardless of background are prepared for both college and career when they graduate from high school.

Three concurrent validity studies were conducted on the relationship between performances on formative measures of spelling and performances on standardized spelling achievement measures using learning disabled (LD) and non-LD elementary students.

Three concurrent validity studies were conducted to determine the relationship between performances on formative measures of reading and standardized achievement measures of reading.

New data and analysis from the National Council on Teacher Quality finds significant progress on the science of reading instruction in teacher preparation. 

This report focuses on the performance of U.S. students2 in the major subject area of reading literacy by presenting results from a combined reading literacy scale and three reading literacy subscales: access and retrieve, integrate and interpret, and reflect and evaluate

The authors replicated K. E. Stanovich and L. Siegel (regression-based logic to the reading-level-match design approach, but contrasted it with statistical matches using W scores, which are Rasch-scaled decoding scores based on a common metric regardless of age or grade. 

This paper reports the results of a study that investigated the reading differences between students who were low achieving, both with and without the label of learning disabilities (LD).

The purpose of this article is to describe and critique three classroom-based assessment models for monitoring student progress toward becoming competent readers.

In conjunction with a curriculum-based measurement (CBM) computer program, software was designed to identify 27 phonetic patterns within correctly spelled words and 27 spelling error types within misspelled words. Two applications of this software were examined. 

30 special education teachers were assigned randomly to 3 groups: curriculum-based measurement (CBM) with expert system advice (CBM-ES), CBM with no expert system advice (CBM-NES), and control (i.e., no CBM). 

This study assessed the effects of expert system instructional consultation within curriculum-based measurement (CBM). 

Examined the role of skills analysis (SA) in curriculum-based measurement (CBM) for the purpose of developing more effective instructional (mathematics) programs. 30 special education teachers implemented 1 of 3 treatments for 15 wks with a total of 91 mildly and moderately handicapped pupils. 

The purpose of this study was to investigate technical features of a curriculum-based measurement (CBM) system that addresses a concepts and applications mathematics curriculum (i.e., number concepts, counting, applied computation, geometry, measurement, charts, graphs, money, and problem solving).

The purpose of this study was to examine effects of classroom-basedperformance-assessment (PA)-driven instruction.

The authors assessed the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction (L. S. Fuchs et al., 2003), on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. 

The purpose of this study was to assess the effects of (a) ongoing, systematic assessment of student growth (i.e., curriculum-based measurement) and (b) expert system instructional consultation on teacher planning and student achievement in the area of mathematics operations.

Four second-grade boys, 2 rated by their classroom teacher as below average and 2 as above average in basic language skills, participated in a 16-week spelling investigation. 

Pew Research Center recently asked a national sample of adults to select among a list of 10 skills: “Regardless of whether or not you think these skills are good to have, which ones do you think are most important for children to get ahead in the world today?”

In this article, we examine assessment and accountability in the context of a prevention-oriented assessment and intervention system designed to assess early reading progress formatively.

In order to meet writing objectives specified in the Common Core State Standards (CCSS), many teachers need to make significant changes in how writing is taught. While CCSS identified what students need to master, it did not provide guidance on how teachers are to meet these writing benchmarks.

The purpose of the current study was to test theoretically derived hypotheses regarding the relationships between team efficacy, potency, and performance and to examine the moderating effects of level of analysis and interdependence on observed relationships.

For decades, schools have taught children the strategies of struggling readers, using a theory about reading that cognitive scientists have repeatedly debunked. And many teachers and parents don't know there's anything wrong with it.

This special issue addresses a general question that is at the heart of much research in applied linguistics and second language acquisition (SLA): What makes a second or foreign language (L2) user, or a native speaker for that matter, a more or less proficient language user?

This study examines the effects on early reading skills of three different methods of
presenting material with computer-assisted instruction.

This study examined the development of literacy in one elementary school with a large minority, low socioeconomic status population. The reading and writing development of 54 children was followed as they progressed from first through fourth grade

Some of the specific reasons for the success or failure of retention in the area of reading were examined via an in-depth study of a small number of both at-risk retained students and comparably low skilled promoted children

This study examined whether a personalized, adaptive blended learning approach can support reading development in ELs and non-ELs. 

This study examined the extent to which the reading instructional practices learned by a
cohort of teachers who participated in an intensive, yearlong professional development
experience during the 1994-1995 school year have been sustained and modified over time.

This paper provides a review of the theoretical discussions and practical studies relating to fluency instruction and reading development.

what does it mean to take a scientific approach to instructional productivity? This chapter hopes to contribute to that discussion by examining the role scientific assessment can play in enhancing educational productivity.

Headsprout Early Reading™ is a new engaging, Internet-based reading program that effectively teaches the essential skills and strategies required for rapid reading success.

An old disagreement over how to teach children to read -- whole-language versus phonics -- has re-emerged in California, in a new form. Previously confined largely to education, the dispute is now a full-fledged political issue there, and is likely to become one in other states.

This experiment examined effects of road traffic noise and irrelevant speech on children's reading speed, reading comprehension, basic mathematics, and mathematical reasoning.

This article elaborate on a topic "What to expect in Common Core immediate political future". Here, they discuss four key challenges that CCSS will face between now and the end of the year. Common Core is now several years into implementation.  Supporters have had a difficult time persuading skeptics that any positive results have occurred. The best evidence has been mixed on that question. The political challenges that Common Core faces the remainder of this year may determine whether it survives.

This article identifies a number of conceptual and methodological issues that should be considered when conducting and interpreting reading intervention research.

In this special issue, this Journal introduce a fourth peer teaching model, Classwide Student Tutoring Teams. This journal also provide a comprehensive analysis of common and divergent programmatic components across all four models and discuss the implications of this analysis for researchers and practitioners alike.

The Common Core. Just last year, according to a Gallup poll, most Americans had never heard of the Common Core State Standards Initiative, or "Common Core," new guidelines for what kids in grades K–12 should be able to accomplish in reading, writing, and math. Designed to raise student proficiencies so the United States can better compete in a global market, the standards were drafted in 2009 by a group of academics and assessment specialists at the request of the National Governors Association and the Council of Chief State School Officers.

The effects of a cloze procedure developed from transfer feature theory of processing in reading on immediate and delayed recall of good and poor readers were studied

Mapping State Proficiency Standards Onto the NAEP Scales

This position paper contends that the whole language approach to reading instruction has been disproved by research and evaluation but still pervades textbooks for teachers, instructional materials for classroom use, some states' language-arts standards and other policy documents, teacher licensing requirements and preparation programs, and the professional context in which teachers work. 

Should U.S. students be doing more math practice and drilling in their classrooms? That’s the suggestion from last week’s most emailed New York Times op-ed. The op-ed’s author argued that more practice and drilling could help narrow math achievement gaps. These gaps occur in the U.S. by the primary grades.

Begun in 1982, the Algebra Project is transforming math education in twenty-five cities. The Project works with entire communities-parents, teachers, and especially students-to create a culture of literacy around algebra, a crucial stepping-stone to college math and opportunity.

In this new national writing assessment sample, 24,100 eighth-graders and 28,100 twelfthgraders engaged with writing tasks and composed their responses on computer. The assessment tasks reflected writing situations common to both academic and workplace settings and asked students to write for several purposes and communicate to different audiences.

This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.

This first volume of PISA 2009 survey results provides comparable data on 15-year-olds' performance on reading, mathematics, and science across 65 countries. 

This article discuss about common core, leveled reading in student learning. 

Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody.

The terms cloze procedure and cohesion are associated with reading development. Specifically, doze applies to the testing and teaching of reading while cohesion applies to a description of how the way in which reading material is written can affect reading development. 

An alternating treatments design was used to evaluate the effectiveness of an educational program that combined timings (via chess clocks), peer tutoring (i.e., peer-delivered immediate feedback), positive-practice overcorrection, and performance feedback on mathematics fluency (i.e., speed of accurate responding) in four elementary students with mathematics skills deficits.

This review considers whether language-supportive programs are effective. The research aims to examine the immediate and long-run effects of such programs on generalized measures of linguistic comprehension and reading comprehension.

This study investigated the effectiveness and efficiency of a 4-second time delay instructional package and language of instruction with regard to the percentage correct of English sight words and incidental information by 4 Puerto Rican middle school students with mental retardation.

This article discuss about automaticity theory and attempt to do 2 things: 1. describe automaticity theory and its practical applications; and 2. explain some of the new ideas about automaticity. 

The editors of What Research Has to Say About Reading Instruction present the most recent research on fluency and show how you can put it into practice. 

This article discuss how "Micro-Credentialing" offer an opportunity to shift away from credit-hour and continuing-education requirements that dominate the PD apparatus in most states, toward a system based on evidence of progress in specific instructional skills.

This study investigated the potential benefits of a blended learning approach on the reading skills of low socioeconomic status students in Grades 1 and 2.

This paper makes a survey of the importance of soft skills in students’ lives both at college and after college. It discusses how soft skills complement hard skills, which are the technical requirements of a job the student is trained to do.

This study evaluated the efficacy of Accelerated Reader, a computer-based learning program, at improving student reading. 

This popular practitioner guide and text presents an effective, problem-solving-based approach to evaluating and remediating academic skills problems. The author provides practical strategies for working with students across all grade levels (K–12) who are struggling with reading, spelling, written language, or math. 

This paper will describe a set of five measure-able indicators from three domains of evaluation that schools can use to obtain frequent feedback on the impact of their RTI system on reading instruction and achievement. 

A critical review of reading programs requires objective and in-depth analysis. For these reasons, the authors offer the following recommendations and procedures for analyzing critical elements of programs.

This chapter examine the intricacies of teaching beginning reading in schools and describe a pre- vention model of schoolwide beginning reading improvement.

In this strategy guide, you will learn how to organize students and classroom topics to encourage a high degree of classroom participation and assist students in developing a conceptual understanding of a topic through the use of the Think-Pair-Share technique.

In 2 experiments, each involving different mathematical operations, we compared 2 training procedures for teaching component math skills in terms of their effects on the learning and long-term maintenance of composite skills.  

This article reviews research on the achievement outcomes of three types of approaches to
improving elementary mathematics: mathematics curricula, computer-assisted instruction
(CAI), and instructional process programs.

This article examine what science offers general and special educators who teach reading then review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well.

Introduces a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic analogous to the reading-level match design, but without some of the methodological problems of that design.

In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers’ fidelity of treatment implementation and their perceptions of school climate mediate effects on student performance?

Despite New York’s wrong turn, the $6 billion for Reading First has more generally been one of the best investments ever in federal education spending. It has already brought some remarkable reading breakthroughs in many parts of the country and among at-risk students.

A synthesis and meta-analysis of the extant research on the effects of reading interventions delivered using social studies content for students with learning disabilities in kindergarten through Grade 12 is provided.

Five recent studies of methods to prevent reading difficulties were examined in light of the goal that every child should acquire adequate word reading skills during early elementary school. 

This article layout two sets of findings: (1) what we know about the kind of instruction that weak readers need in kindergarten through second grade to prevent them from ever entering the downward spiral, and (2) what we know about the effectiveness of interventions that make use of this knowledge.

Two studies are reported that provide correlational and experimental evidence for causal relationships between linguistic coding deficits and reading disability.

Reading impaired first graders were given daily tutoring as a "first cut" diagnostic to aid in distinguishing between reading difficulties caused by basic cognitive deficits and those caused by experiential deficits. Reading achievement in most of these children was found to be within or above the average range after one semester of remediation. 

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading.

In this study, the National Council on Teacher Quality makes a unique effort to learn what aspiring teachers are taught about reading instruction. 

In the context of trying to improve reading proficiency in elementary school students, this study investigated the use of digital technology as part of a blended learning program, Core5, in kindergarten and first grade classes. 

This Op-Ed commentary by Daniel Willingham discusses the current knowledge base on effective reading instruction in the context of a recent New York Times article on the topic.