Literacy and language arts publications
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Pathway Schools Initiative Developmental Evaluation-Learning Brief 2 (July 2016)
To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation (DE) led by SRI International and Child Trends.
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Pathway Schools Initiative Developmental Evaluation-Learning Brief 1 (January 2016)
To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation (DE) led by SRI International and Child Trends.
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Evaluation of Response to Intervention Practices for Elementary School Reading
This study examines the implementation of RtI in Grade 1–3 reading in 13 states during the 2011–12 school year, focusing on 146 schools that were experienced with RtI.
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Research Brief: Impact of the National Writing Project’s College-Ready Writers Program on Teachers and Students
SRI’s two-year random assignment evaluation found consistent program implementation and positive impacts of the National Writing Project’s College-Ready Writers Program (CRWP).
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Establishing a Coherent PreK–3 Literacy Program
Schools participating in The McKnight Foundation’s Education and Learning (E&L) Program identified program coherence as an essential ingredient for establishing PreK–3 pathways that support proficient third grade readers.
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Leadership for a PreK– 3 Literacy Initiative
The McKnight Foundation’s Education and Learning (E&L) Program relies on leaders to cultivate the conditions and encourage the strategies needed for PreK–3 literacy pathways that result in increased student reading…
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PreK– 3 Family Engagement and Literacy
The McKnight Foundation’s Education and Learning (E&L) Program is promoting family engagement as part of a literacy initiative that spans from prekindergarten through third grade (PreK–3).
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PreK– 3 Teacher Instructional Practices
A key component of the McKnight Foundation’s Education and Learning (E&L) Program is supporting PreK–3 teachers to improve their literacy instruction in order to develop proficient readers.
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Teaching and Assessing Foundational Data Literacy
Our paper describes two NSF-funded research and development projects, Thinking with Data and Foundational Tools in Data Literacy, which have studied how school cultures, course content, and instructional methods can…
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Evaluating the Impact of Professional Development to Meet Challenging Writing Standards in High-Need Elementary Schools
The adoption of the Common Core State Standards in English Language Arts (CCSS-ELA) has brought a new prominence to writing instruction. Additionally, the CCSS-ELA increase the focus on argument and…
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Evaluating the Impact of Professional Development to Meet Challenging Writing Standards in High-Need Elementary Schools: Executive Summary
SRI conducted a cluster randomized controlled trial to estimate the effects of the SEED professional development on teachers’ writing instruction and student argument writing, while documenting the implementation of the…
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The Use and Effectiveness of a Question Exploration Routine in Secondary-Level English Language Arts Classrooms
This purpose of the study was to determine the effects of teachers using the Question Exploration Routine (QER) in regularly scheduled secondary-level English Language Arts classes to help students answer…