2,085 research outputs found
Reading Next: A Vision for Action and Research in Middle and High School Literacy
Outlines fifteen key elements that educators can use to develop an effective adolescent literacy intervention program. Focuses on elements of interventions that are most promising for students that struggle with reading and writing after third grade
Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go From Here?
Reviews research and program initiatives focused on improving adolescent academic achievement by targeting literacy. Provides ideas for collaboration and coordination of funding efforts to improve the literacy achievement of under-performing adolescents
Word Generation in Boston Public Schools: Natural History of a Literacy Intervention
Describes a program to teach high-frequency academic vocabulary and discourses skills, promote effective teaching strategies for vocabulary, comprehension, and discussion, and facilitate faculty collaboration; its implementation; and evaluation results
Measure for Measure: A Critical Consumers' Guide to Reading Comprehension Assessments for Adolescents
A companion report to Carnegie's Time to Act, analyzes and rates commonly used reading comprehension tests for various elements and purposes. Outlines trends in types of questions, stress on critical thinking, and screening or diagnostic functions
Abandoning presumptive antimalarial treatment for febrile children aged less than five years--a case of running before we can walk?
Current guidelines recommend that all fever episodes in African children be treated presumptively with antimalarial drugs. But declining malarial transmission in parts of sub-Saharan Africa, declining proportions of fevers due to malaria, and the availability of rapid diagnostic tests mean it may be time for this policy to change. This debate examines whether enough evidence exists to support abandoning presumptive treatment and whether African health systems have the capacity to support a shift toward laboratory-confirmed rather than presumptive diagnosis and treatment of malaria in children under five
Real bad grammar: realistic grammatical description with grammaticality
Sampson (this issue) argues for a concept of ârealistic grammatical descriptionâ in which the distinction between grammatical and ungrammatical sentences is irrelevant. In this article I also argue for a concept of ârealistic grammatical descriptionâ but one in which a binary distinction between grammatical and ungrammatical sentences is maintained. In distinguishing between the grammatical and ungrammatical, this kind of grammar differs from that proposed by Sampson, but it does share the important property that invented sentences have no role to play, either as positive or negative evidence
- âŚ