Relevant bibliographies by topics / Reading comprehension (Middle school)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading comprehension (Middle school)'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2025

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Journal articles on the topic "Reading comprehension (Middle school)"

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Skebo, Crysten M., Barbara A. Lewis, Lisa A. Freebairn, Jessica Tag, Allison Avrich Ciesla, and Catherine M. Stein. "Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development." Language, Speech, and Hearing Services in Schools 44, no. 4 (2013): 360–73. http://dx.doi.org/10.1044/0161-1461(2013/12-0015).

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PurposeThe relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL).MethodIn a cross-sectional design, students ages 7;0 (years;months) to 17;9 completed tests that measured reading, language, and nonling
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Beluce, Andrea Carvalho, Amanda Lays Monteiro Inácio, Katya Luciane de Oliveira, and Sandra Aparecida Pires Franco. "Reading Comprehension and Self-Perceived School Performance in Elementary School." Psico-USF 23, no. 4 (2018): 597–607. http://dx.doi.org/10.1590/1413-82712018230401.

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Abstratct This research aimed to investigate the reading comprehension and possible associations with self-perception of academic performance in elementary and middle school students. The study included 298 students enrolled from the 2nd to 9th grades in public schools the states of São Paulo and Parana. Two Cloze tests were collectively applied: one specific for elementary school (first stage of basic education) and another for the middle school (second stage). Results indicated that the students presented an instructional reading comprehension. It was also possible to observe statistically s
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Song, Hyeonju, and Jaeock Kim. "Idiom Comprehension of Middle School Students with Reading Comprehension Difficulty." Communication Sciences & Disorders 21, no. 2 (2016): 217–29. http://dx.doi.org/10.12963/csd.15270.

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Unkyoung Maeng. "Reading Strategy Instruction and Reading Comprehension of Middle School Students." Jungang Journal of English Language and Literature 52, no. 2 (2010): 95–121. http://dx.doi.org/10.18853/jjell.2010.52.2.005.

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Zou, Yiyang, and Shaoyun Long. "Effects of Graded Reading on Middle School Students’ Reading Comprehension." English Language and Literature Studies 9, no. 3 (2019): 39. http://dx.doi.org/10.5539/ells.v9n3p39.

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Reading is a key and focus in the process of students’ English learning (Chen & Jiang, 2010). Research shows that graded reading materials based on students’ reading ability will help students to improve their reading level step by step (Stern & Dich, 2017). The paper here explores the effects on middle school students’ reading comprehension so as to find whether graded reading can cultivate students’ positive reading attitude and improve their reading level or not, using qualitative and quantitative research methods. Results reveal that
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Ferraz, Adriana Satico, Amanda Lays Monteiro Inácio, Mirelle Christina Pinheiro, and Acácia Aparecida Angeli Dos Santos. "Motivation and Strategies for Reading Comprehension in Middle School." Revista Colombiana de Psicología 30, no. 2 (2021): 71–86. http://dx.doi.org/10.15446/rcp.v30n2.88781.

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In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self assessment of performance in 47 Middle School students with control of the variable’s history of repetition, school year, and age. The differences in the students’ self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-ass
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Syahid, Abdul, Aprillia Anggraini, Azizatun Hafizah, Ikrimah Ikrimah, and Nadia Nadia. "Improving Reading Comprehension in English for Nusantara: A Case Study." Pubmedia Jurnal Pendidikan Bahasa Inggris 1, no. 3 (2024): 8. http://dx.doi.org/10.47134/jpbi.v1i3.443.

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This research investigates the effectiveness of using the textbook "English for Nusantara" for grade 7, to improve reading comprehension skills among students at Al-Amin Middle School in Palangka Raya City, Indonesia. This research uses a qualitative approach, utilizing questionnaires and student interviews to analyze how textbooks facilitate reading comprehension. This research focuses on a sample of 10 students and aims to identify the strengths and the content of "English for Nusantara" textbook in improving reading comprehension. This analysis will explore four main aspects: general attrib
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Hwang, Inkyung, and Byungmin Lee. "Textbook-based L2 Oral Reading Fluency of Lower-level 8th Grade EFL Students and Its Association with L2 Reading Comprehension." SNU Journal of Education Research 32, no. 2 (2023): 33–53. http://dx.doi.org/10.54346/sjer.2023.32.2.33.

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The present investigation endeavors to assess the L2 oral reading fluency and comprehension abilities of Korean EFL middle school students in the context of the Korean national curriculum. Sixty-one eighth-grade students participated in the study, which involved oral reading and comprehension tests using second-year middle school English materials. Informal reading assessments were also conducted to evaluate the students' English word reading accuracy, automaticity, and prosody, and L2 oral reading fluency was determined from these measures. The results showed that only 30% of the students wer
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Aydın, Gülnur, and Bilge Bağcı Ayrancı. "Reading Preferences of Middle School Students." World Journal of Education 8, no. 2 (2018): 127. http://dx.doi.org/10.5430/wje.v8n2p127.

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Four fundamental language skills interact with each other. Developing reading skills will also develop listening,speaking, and writing skills. Reading comprehension, using what is understood on new subjects and learning newwords during reading can influence listening comprehension as well as oral and written self-expression. Generalcomplaints of teachers and parents regarding middle school students are that the students do not read enough.Increasing love for reading in middle school students can only be possible by determining the interests and needs ofthose students and guiding the students t
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Zhang, Zhiyan. "The Cultivation of Discourse Ability in Middle School English Reading Teaching." Theory and Practice in Language Studies 10, no. 12 (2020): 1592. http://dx.doi.org/10.17507/tpls.1012.12.

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English has always been an essential part of junior high school curriculum. Improving students’ reading ability is not only the purpose of learning English for junior middle school students, but also an important means to acquire new knowledge. However, reading as one of the four basic skills required by the English course often keep students from getting high marks in the middle of the exam, although they took lots of time to read. This paper emphasizes the importance of English reading in junior middle school and analyzes the current situations and problems of students’ reading. It introduce
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Dissertations / Theses on the topic "Reading comprehension (Middle school)"

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McCoy, Booth Joyce Diane. "Evaluation of the Focused Reading Intervention Program for Middle School Struggling Readers." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7698.

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This mixed methods study of an in-school Focused Reading Program employed a quasi experimental pre-posttest design to examine program effectiveness and Vygotsky's sociocultural theory as the theoretical framework. The quantitative research question inquired whether the program resulted in a significant difference in reading performance for participants receiving the instruction based on pre and post measures. Data analysis for this component involved descriptive and inferential statistics. Pre- and posttest scores for the combined groups of seventh and eighth graders were analyzed for signific
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Hagerman, Thomas E. "A quasi-experimental study on the effects of Accelerated Reader at middle school /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3095250.

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Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-124). Also available for download via the World Wide Web; free to University of Oregon users.
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Wilson, Jennifer L. "Talking beyond the text identifying and fostering critical talk in a middle school classroom /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2004. http://hdl.handle.net/10355/4086.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2004.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 29, 2006) Vita. Includes bibliographical references.
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Calo, Kristine Miller. "An exploration of middle school literacy coaching across the United States." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3086.

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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 218. Thesis director: Elizabeth Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 207-217). Also issued in print.
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Kalisek, Anne Marie. "The effects of a middle school corrective reading intervention on high school passage rate /." La Verne, Calif. : University of La Verne, 2004. http://0-www.umi.com.garfield.ulv.edu/pqdweb?did=766125191&sid=1&Fmt=2&clientId=11819&RQT=309&VName=PQD.

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Grogan, Martha Susan. "Reading, argumentation, and writing| Collaboration and development of a reading comprehension intervention for struggling adolescents." Thesis, University of Arkansas at Little Rock, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645515.

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<p>The purpose of the study was to develop and implement a new reading intervention with fifth grade struggling readers that included reading across multiple texts, constructing arguments from the texts, engaging in oral argumentation, and writing argumentative essays. A Convergent Mixed Methods design incorporated both quantitative and qualitative data to determine if teacher collaboration influenced the implementation of the new intervention and its subsequent effect on students&rsquo; reading and writing outcomes. The intervention focused on a 10-week argumentative unit based on the America
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Alshehri, Mohammed A. Alshehri. "Saudi Middle School Teachers Pedagogical Beliefs about Using Metacognitive Reading Strategies for Improving Students Reading Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525817717836209.

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Risner, Christina M. "Using an Intervention Reading Program to Improve the Comprehension Skills of Middle School Students." Defiance College / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=def1281635866.

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Tong, Hiu-yi Stephanie, and 唐曉怡. "The effect of pre-reading lexical assistance on reading comprehension in speakers of English as a second language in a Hong Kong secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27057513.

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Williams, Marilyn Anne 1961. "Examining the efficacy of using iPod Touches to deliver reading comprehension strategy instruction and to provide electronic text support on the reading comprehension performance of sixth-grade students." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/10997.

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xvi, 120 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Instructional use of the iPod Touch is increasing as evidenced by anecdotal reports of its efficacy as a learning tool. However, research documenting the impact of this technology has been limited. This study was based on the following research questions: (a) Does providing explicit reading comprehension strategy instruction using an iPod Touch increase students' reading comprehension outcomes based on standardized reading tests and
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Books on the topic "Reading comprehension (Middle school)"

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Jean, Richert, Brittenum Mollie, and Instructional Fair (Firm), eds. Reading comprehension: 100 reproducible activities. Instructional Fair, Inc., 1995.

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Santi, Kristi L., and Deborah K. Reed, eds. Improving Reading Comprehension of Middle and High School Students. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2.

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Lewin, Larry. Teaching comprehension with questioning strategies that motivate middle school readers. Scholastic, 2009.

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Cayuso, Emily. Flip for non-fiction comprehension. Maupin House Pub., 2009.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. Scholastic Professional Books, 2003.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. Scholastic Professional Books, 2003.

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Nickelsen, LeAnn. Comprehension activities for reading in social studies and science. Scholastic Professional Books, 2003.

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Brozo, William G. Adolescent literacy: Inventory, grades 6-12. Pearson, 2011.

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D, Lewis Jill Ed, and Moorman Gary B, eds. Adolescent literacy instruction: Policies and promising practices. International Reading Association, 2007.

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Biancarosa, Gina. Reading next: A vision for action and research in middle and high school literacy. Alliance for Excellent Education, 2004.

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Book chapters on the topic "Reading comprehension (Middle school)"

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Wu, Libao, Macheng Xia, Qing Du, and Guangming Wang. "A Comparative Study on the Content of “Number and Algebra” in Chinese and British Junior Middle School Mathematics Textbooks." In Recent Advances in Mathematics Textbook Research and Development. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8426-4_54.

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AbstractThe content of “Number and Algebra” in Chinese and British junior middle school mathematics textbooks has been studied in terms of overall arrangement and content difficulty based on the framework of the study, and the following suggestions for the compilation of mathematics textbooks in China through the comparative study have been given: focus on the spiral of knowledge and show the system of mathematics; set up a variety of problem situations and improve the quality of illustration and narration; optimize the background of examples and exercises, and pay attention to quantity and st
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Ruan, Yonglin. "Investigating Reading Comprehension Strategies among English Language Learners in Middle Schools: A Systematic Review." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-126-5_21.

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Hock, Michael F., Irma F. Brasseur-Hock, and Donald D. Deshler. "Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices." In Literacy Studies. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14735-2_5.

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Sutherland, Julia, and Jo Westbrook. "Reading comprehension." In A Practical Guide to Teaching English in the Secondary School, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003093060-6.

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Pagé, Michel. "Evaluation of Text Reading Comprehension." In Literacy in School and Society. Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-0909-1_13.

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Sisson, Diana, and Betsy Sisson. "Strengthening Reading Through Targeted Comprehension Skills." In Close Reading in Elementary School, 2nd ed. Routledge, 2024. http://dx.doi.org/10.4324/9781003409014-7.

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Topping, Keith James. "Electronic Reading and Out-of-School Reading." In Improving Reading Comprehension of Self-Chosen Books Through Computer Assessment and Feedback. Routledge, 2022. http://dx.doi.org/10.4324/9781003215882-12.

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Domeniconi, Camila, Solange Cordeiro Calcagno, Olivia Misae Kato, Priscila Benitez, and Elenice S. Hanna. "Teaching Reading with Comprehension to Public School Students." In Contributions of Behavior Analysis to Reading and Writing Comprehension. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-40868-7_12.

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Ruffini, Costanza. "Comprendere un testo su carta o su schermo: il ruolo delle Funzioni Esecutive in età scolare." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.11.

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The literature indicates a disadvantage of reading comprehension in digital mode compared to reading comprehension in print mode. The shallowing hypothesis explains this disadvantage by suggesting that on digital, readers adopt a superficial reading mode that is not conducive to deep comprehension of what they read. At the same time, the cognitive load theory argues that digital carries a greater cognitive load than paper, which affects the effectiveness of understanding what is read. Existing studies showing the disadvantage of digital over paper focus mainly on adults, neglecting school-age,
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McIntyre, Nancy S. "Reading Comprehension Impairments in School-Aged Children with HFA." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_102378-1.

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Conference papers on the topic "Reading comprehension (Middle school)"

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Santos, Betina, and Margarida Alves Martins. "READING COMPREHENSION IN PRIMARY SCHOOL: AN INTERVENTION PROGRAMME." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2245.

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Batini, Federico, and Giulia Barbisoni. "COGNITIVE BENEFITS OF SHARED READING ALOUD: A RESEARCH-BASED PROPOSAL FOR MIDDLE SCHOOL CURRICULUM INTEGRATION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1548.

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Dunn, Lori Ann. "Using Screenplays in Reading Comprehension: Engaging Middle School Students With Disabilities and Striving Readers." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1691885.

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Mouchrif, Hassan, Najat Mokhtari, and Bouchaib Benzehaf. "EXAMINING THE IMPACT OF EARLY METACOGNITIVE INSTRUCTION ON READING COMPREHENSION AMONG MOROCCAN MIDDLE SCHOOL EFL STUDENTS." In 16th International Conference on Education and New Learning Technologies. IATED, 2024. http://dx.doi.org/10.21125/edulearn.2024.1229.

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Cumpăt, Maria Ana, and Nicoleta Zouri. "The Impact of Using Enhanced Teaching Materials on Core Skills When Teaching English as a Foreign Language." In 9th BASIQ International Conference on New Trends in Sustainable Business and Consumption. Editura ASE, 2023. http://dx.doi.org/10.24818/basiq/2023/09/004.

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Our study evaluated the effectiveness of several types of study materials used in addition to the textbook in teaching English as a second language to middle school-level students in Iasi, Romania. The additional classroom materials used were a combination of workbooks used for the students to practice their writing and reading skills and online video materials to practice their listening and comprehension skills. The same materials contributed to the English vocabulary enrichment of the students. The study participants were students from grades 5, 6, and 7 at Dimitrie A. Sturzda School from I
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Polanco Jr, Alexis, and Tsailu Liu. "Uncovering an Inclusion Gap in the Design of Digital Assessments for Middle school-aged Deaf and Hard of Hearing Students in the United States." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003329.

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What does a score on a digital assessment mean? At its core, a score is a measurement of how a student matches up to a predefined construct. For example, a reading assessment may measure the construct of a student’s reading fluency, comprehension, or both. This research seeks to challenge the legitimacy of digital assessment from the lens of Accessibility, User Experience (UX), Inclusive Design, and Marginalized Populations by focusing on the needs of the deaf and hard of hearing (DHH) middle school-aged student in the United States.DHH learners are among the least understood groups. Neither t
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Farhana, Effat, Teomara Rutherford, and Collin F. Lynch. "Understanding Reading Behaviors of Middle School Students." In L@S '20: Seventh (2020) ACM Conference on Learning @ Scale. ACM, 2020. http://dx.doi.org/10.1145/3386527.3405948.

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Jáquez-Pérez, Susana Idalia, and María del Carmen Villa-Maciel. "Adaptive Learning of Reading Comprehension: Innovation with Technologies for Middle Education." In TEEM'21: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM, 2021. http://dx.doi.org/10.1145/3486011.3486497.

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Mayorga, Kelia, Hugo Arias-Flores, Carlos Ramos-Galarza, and Isabel L. Nunes. "Digital Storytelling to Help Improve Reading comprehension." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002184.

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Information and communication technologies have transformed the world, especially if they are aimed at promoting reading in children in their first years of learning. The problems generated by deficiencies in reading comprehension in the student body affect their school performance and their progress in the upper years, creating demotivation and low levels in their school performance. The objective of the research proposal is to design a virtual classroom with digital narratives as support to improve reading comprehension in the student body. Digital narratives are a technological resource tha
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Gergelyova, Viktoria. "READING COMPREHENSION: THE IDEA AND REALITY. PRIMARY SCHOOL PUPILS' READING COMPREHENSION SKILLS BASED ON SELF-ASSESSMENT AND TEST RESULTS." In 7th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS Proceedings 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sws.iscss.v2020.7.2/s07.07.

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Reports on the topic "Reading comprehension (Middle school)"

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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck &amp; McKeown, 2002; Beck, McKeown, Sandora, Kucan, &amp; Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the
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Silver, Rita, and Jessie Lay Hoon Png. Reading discussions and reading comprehension: Sustainability in teacher development and opportunities for student learning. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22658.

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This report focuses on the third in a series of projects launched as a collaboration between the research team and a participating school with the goal of enhancing student reading comprehension and teacher understanding of the importance of classroom discourse.
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GABIDULLINA, F. I. FORMATION OF A READING CULTURE IN THE MIDDLE CLASSES OF A MULTILINGUAL SCHOOL. Science and Innovation Center Publishing House, 2023. http://dx.doi.org/10.12731/2658-4034-2023-14-1-2-72-79.

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The article examines the problem of the formation of reading culture among middle school students. Special attention is paid to the factors of the development of the reading culture of adolescents, the methodology of the extracurricular reading lesson taking into account the age and individual characteristics of students. The possibilities of using the project method in an extracurricular reading lesson in a multilingual school are shown.
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Hillman, Kylie, Elizabeth O'Grady, Sima Rodrigues, Marina Schmid, and Sue Thomson. Progress in Reading Literacy Study: Australia’s results from PIRLS 2021. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-693-2.

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Progress in International Reading Literacy Study (PIRLS) is a large-scale assessment that measures how effective countries are in teaching reading literacy. Conducted every five years since 2001 (with Australia participating since 2011), PIRLS provides information about how to improve teaching and learning so that young students become accomplished and self-sufficient readers. In Australia, almost 5,500 Year 4 students participated in PIRLS 2021. These students completed tests in reading comprehension and answered questionnaires on their background and experiences in learning reading at school
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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with
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7

Fonseca, Jodie, Laiba Bahrawar, Margaret M. Dubeck, Yasmin Sitabkhan, Christopher Cummiskey, and Devanshi Unadkat. Girls Have Academic Advantages and So Do Boys: A Multicountry Analysis of Gender Differences in Early Grade Reading and Mathematics Outcomes. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.rr.0049.2305.

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This paper contains a new analysis of gender differences in early grade reading and mathematics outcomes in 19 USAID-funded studies over the past decade from 14 locations in Africa, Asia, Latin America, and the Middle East. The paper addresses gaps in the literature related to learning patterns for girls and boys in lower- and middle-income countries and in early primary school. We analyzed the results from reading and mathematics assessments in grades 2 and 3, including differences in oral reading fluency (ORF) and quantitative comparison scores between boys and girls, as well as differences
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8

Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, 2020. http://dx.doi.org/10.18235/0003123.

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In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA m
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Abrigo, Michael Ralph, and Aniceto Jr Orbeta. Senior High School: What Do Additional Years of Basic Education Schooling Buy? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/pn2023.15.

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Written for the Second Congressional Commission on Education, this Policy Note summarizes new early evidence on the impact of the senior high school (SHS) program on the timing of school attendance and employment, quality of employment, and even marriage, fertility, and child health. It concludes that SHS graduates tend to have higher wages and more chances of employment in middle-skill occupations than junior high school graduates. It argues that although reverting to a K to 10 [Kindergarten to Grade 10] system or restricting SHS to college attendees might be financially beneficial in the sho
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Manai, Jojo, and Jeremy Roschelle. Connecting SEERNet and Improvement Science to Pursue Better Outcomes in Schools. SEERNet, Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/234.

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In every school, dedicated teachers strive to support their students' unique learning journeys. Imagine a classroom where potential challenges are quickly identified and met with precise interventions. Imagine a school or school district where the many potential ways to solve problems can be quickly tested, and the best solutions rapidly scaled up across the district. We explore how this vision can become a reality through the integration of Improvement Science with SEERNet's data and research capabilities. Improvement Science offers a structured approach to identifying and solving problems. S
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