Education Commons^™

Reading And Math Interventions At The Secondary Level: A Research Brief, Ashlee Lester, David Naff

MERC Publications

Starting in the early 2000’s with the No Child Left Behind (NCLB) act, federal and state education authorities promoted the use of accountability policies that require schools to meet certain measures of academic progress overtime. Annual Yearly Progress (AYP) and Annual Measurable Objectives (AMOs) have become the new measure of school success. These policies rely heavily on students’ Math and Reading achievement at particular benchmark grades, leading local educational agencies (i.e. school divisions) to place increased emphasis on the reading and math results of state-mandated testing. In Virginia, pressures to meet AYP and AMOs by improving school performance on the …

Reading Strategies For Middle And High School Students: A Review Of Literature, William Muth

MERC Publications

This review targets “best practices” in adolescent reading instruction. While writing is inextricably related to reading, this review did not explicitly target studies of writing. However, where writing studies informed reading instruction, they were cited in this review. The first step in this search for empirical data was the U.S. Department of Education, Institute of Education Science’s What Works Clearinghouse. From the reports listed there, I followed major references to identify other key and current publications that targeted educators and stakeholders at the classroom, school, system, and state levels. Though its findings are still emerging and we are still learning …

Effectiveness Of Instructional Strategies To Enhance The Reading Achievement Of At-Risk Students, Leila Christenbury

MERC Publications

Certainly researchers and teachers are in agreement regarding the components that are needed to read successfully and have a good idea of the skills that proficient readers consistently use. When children or older students are not able to read well or fluently or to comprehend their reading, the specific intervention strategies – and their duration and intensity – to bring those readers up to skill level remains an area of serious debate. This report will attempt to provide some background regarding that controversy and to look at selected recent research and its implications.

Early Reading Interventions: What Works?, Anne J. Atkinson, Jennifer L. Uram

MERC Publications

The purpose of this study was to: 1) examine differences in the programs and practices employed in area schools to teach successful and unsuccessful at-risk students, 2) determine relationships among identified problems, reading interventions, and outcomes, and 3) present implications of the study for schools.

Teaching As Reflective Practice: Papers By Teacher Researchers, Merc Research Teachers

MERC Publications

This is a research report on "Teaching as Reflective Practice" put together by the Metropolitan Educational Research Consortium. The research papers in this report include:

"Expectation and Innovations: A Nation At Risk; Shopping Mall High School; Horace's Compromise" by Angela Pickels and Brettina Sanchez of Monacan High School, Chesterfield County Public Schools.

"The Successful Interdisciplinary Class Must Secede From the Traditional" by Puck Snidow and Margaret Flanagan of Clover Hill High School, Chesterfield County Public Schools.

"What Has Been the Impact of Beaverdam Elementary Schools's Computer Network on Teachers?" by Katherine W. Benkert and Donna Kouri of Beaverdam Elementary School, …