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Literacy

Journal Article
Child Cognitive Development and Parent Roles: A Preliminary Comparison of Moroccan Parents to United States and United Kingdom Benchmarks
This article describes and compares the views and behaviors of parents with children 0-6 years old from Casablanca, Morocco, the US, and the UK on early parental engagement.
Feb 28, 2023
Journal Article
Biliteracy Seals in a Large Urban District in New Mexico: Who Earns Them and How Do They Impact College Outcomes?
This study examined the college readiness of students who earned different types of seals, the number of students who met some requirements for a seal but did not earn one, and the effect of earning a seal on college outcomes.
Feb 7, 2023
Journal Article
Tasks and Feedback: An Exploration of Students' Opportunity to Develop Adaptive Expertise for Analytic Text-Based Writing
In this study, we apply a cognitive theoretical lens to investigate students' opportunity to develop their analytic text-based writing skills.
Jan 18, 2023
Journal Article
Designing Automated Writing Evaluation Systems for Ambitious Instruction and Classroom Integration
In this chapter, we consider the role of AI tools to support ambitious teaching practices on a sustained basis. We anchor our discussion in the use of automated writing evaluation (AWE) systems that provide formative feedback.
Jan 4, 2023
Research Brief
Contributions to Research on Automated Writing Scoring and Feedback Systems
This brief summarizes research by experts at the RAND Corporation and the University of Pittsburgh to advance automated writing scoring and feedback systems for elementary school student writers.
Jun 22, 2022
Journal Article
Building a Validity Argument for an Automated Writing Evaluation System (eRevise) as a Formative Assessment
We present a validity argument for an AWE system—termed eRevise —that targets elementary students' text-based argumentative writing skills, specifically their ability to use text evidence.
May 4, 2022
Journal Article
Peer Assisted Learning Strategies - UK: Evaluation Report
Peer Assisted Learning Strategies UK (PALS-UK) is a whole-class, structured peer tutoring intervention aiming to improve pupils' reading comprehension, oral reading fluency, and overall reading attainment.
Mar 15, 2022
Journal Article
A Fairness Evaluation of Automated Methods for Scoring Text Evidence Usage in Writing
We compare three types of Automated Essay Scoring models with respect to algorithmic fairness. Our results indicate that different models exhibit different types of biases, spanning students' gender, race, and socioeconomic status.
Jan 12, 2022
Report
The Big Lift Evaluation: Research Findings Five Years In
The authors examine participation rates, kindergarten readiness, and third-grade outcomes of children eligible to participate in The Big Lift™, a preschool–third-grade initiative to designed to boost reading proficiency.
Nov 9, 2021
Journal Article
Accelerated Reader: Evaluation Report and Project Addendum
Accelerated Reader (AR), developed by Renaissance Learning, is a digital whole-class reading management and monitoring programme that aims to foster independent reading among primary and secondary pupils.
Jul 28, 2021
Journal Article
Level 4 Group Triple P: Positive Parenting Programme
This report evaluates the Positive Parenting Program, targeted at parents of children aged 3 to 4 years for whom nursery staff and caregivers had concerns around language and communication or children's behavioural, emotional, or social development.
Jul 27, 2021
Journal Article
Annotation and Classification of Evidence and Reasoning Revisions in Argumentative Writing
In this study, we take a step towards advancing automated revision analysis capabilities.
Feb 3, 2021
Commentary
What Do Teachers Want to See in Automated Writing Evaluation Systems?
Automated writing evaluation systems offer a promising approach to relieving the burden of giving formative feedback to students on their writing. What do teachers want to see in these systems so that the technology can be integrated into their teaching?
Jul 28, 2020
Report
Writing Instruction in U.S. Classrooms: Diverging Perspectives for Teachers Across Content Areas
This American Educator Panels Data Note provides insights into secondary teachers' perceptions of their preparedness to teach and assess writing skills and their levels of support in the classroom.
May 14, 2020
Journal Article
The Nuffield Early Language Intervention: Evaluation Report
An evaluation of the Nuffield Early Language Intervention observed 1,156 students across 193 schools through a randomised control trial. The study found the intervention added three months progress in language skills compared to non-participants.
May 5, 2020
Journal Article
eRevis(ing): Students' Revision of Text Evidence Use in an Automated Writing Evaluation System
We investigate students' implementation of the feedback messages they received in an automated writing evaluation system (eRevise) that aims to improve students' use of text evidence in their writing.
Feb 26, 2020
Journal Article
Automated Scoring of Students' Use of Text Evidence in Writing
The authors describe an approach to using automated essay-scoring technologies to provide information about students' skills at marshaling text evidence in the upper elementary grades.
Feb 26, 2020
Journal Article
eRevise: Using Natural Language Processing to Provide Formative Feedback on Text Evidence Usage in Student Writing
This paper presents the design and first classroom evaluation of eRevise, an Automated Writing Evaluation system for improving students' ability to use text evidence - a dimension of writing that is important for college and career readiness.
Feb 26, 2020
Report
Evaluation of a Technology-based Intervention for Reading in UK Classroom Settings
RAND Europe found in a UK randomised controlled trial that classes of primary school children randomly allocated to receive a technology-based education intervention using Microsoft's Immersive Reader performed as well as business-as-usual classes.
Jan 29, 2020
Report
The Big Lift Descriptive Analyses: Progress Across Three Kindergarten Classes
In this report, the authors present results describing early learning outcomes of children from three kindergarten classes who were eligible to participate in The Big Lift, a preschool-third-grade initiative that aims to boost reading proficiency.
Jan 13, 2020

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