<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="6.x">Drupal-Biblio</source-app><ref-type>6</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">James, Kemple</style></author><author><style face="normal" font="default" size="100%">Corrin, William</style></author><author><style face="normal" font="default" size="100%">Nelson, Elizabeth</style></author><author><style face="normal" font="default" size="100%">Salinger, Terry</style></author><author><style face="normal" font="default" size="100%">Hermann, Suzannah</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">The Enhanced Reading Opportunities Study</style></title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement gap</style></keyword><keyword><style  face="normal" font="default" size="100%">comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">struggling readers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://nces.ed.gov/pubsearch/pubsinfo.asp</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">Institute of Education Sciences</style></publisher><language><style face="normal" font="default" size="100%">Generic</style></language><work-type><style face="normal" font="default" size="100%">Middle and High school</style></work-type><notes><style face="normal" font="default" size="100%">&lt;p&gt;
	Early findings in a three year Enhanced Reading Opportunities Study (ERO). The ultimate goal of the ERO programs are to improve students&amp;#39; academic performance during high school and keep them on track for graduation.&amp;nbsp; The structure of the study follows two cohorts of ninth grade students in 34 schools in 10 districts from across the country who are two or more years below grade level as they enter high school.&lt;br /&gt;
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	Two supplemental literacy interventions, Reading Apprenticeship Academic Literacy designed by WestEd and Xtreme Reading, designed by the University of Kansas Center for Research on Learning, are taught as full year course to these students in place of an elective and in addition to students&amp;#39; regular English language arts class.&lt;br /&gt;
	The overarching goals of both programs are to help ninth graders adopt the strategies and routines used by proficient readers, improve their comprehension skills and be motivated to read more and to enjoy reading.&lt;br /&gt;
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	The primary measure of reading achievement for the ERO study is students&amp;#39; scores on the reading comprehension subtest of GRADE.&lt;br /&gt;
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	Authors note this is the first year study of the impact these programs have on students&amp;#39; but are able to report that, on average, the supplemental literacy programs improved student reading comprehension test scores. There was a greater increase in scores among schools that implemented the literacy interventions with fidelity to the design of the program.&lt;br /&gt;
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	First-year challenges in implementation were, a delayed start of ERO classes in all schools, delayed acquisition of some prescribed program materials and resources and the newness of the programs to the schools and the ERO teachers.&lt;/p&gt;
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