Reading and Literacy
Evaluation Reports
Funded by the U.S. Department of Education, this 3-year project evaluated the implementation and impact of the Bright Futures Early Reading First project on outcomes for children, teachers, classrooms, and families in Madison Parish, Louisiana. SEDL implemented a quasi-experimental study design to measure and analyze gains in children's reading outcomes, teacher literacy knowledge, classroom quality, and parental involvement. Significant gains were found for children’s receptive vocabulary, letter recognition, and print awareness skills, and instructors showed significant increases in their literacy and language knowledge. |
Sub-category: Early Reading
This report describes SEDL's 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services. |
SEDL conducted a 3-year evaluation study of the Texas A&M University System's online English as a second language (ESL)/bilingual professional development and LEP campus support services. The study used expert reviews to determine the quality and effectiveness of the professional development; surveys of teachers and administrators at grant-funded campuses to determine the extent to which teachers are implementing the ESL/bilingual teaching strategies; and site visits, focus groups, and interviews to determine the progress made in the development and completion of the deliverables. |
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What Does It Mean to Teach Reading Explicitly?and
Adolescent Literacy: How to Access and
Comprehend Text
two professional development sessions led by Ramona Chauvin and Kathleen Theodore
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Reading and Literacy
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