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This article systematically reviews research on the achievement outcomes of four types of approaches to improving the reading of middle and high school students: (1) reading curricula, (2) mixed-method models (methods that combine large-and small-group instruction with computer activities), (3) computer-assisted instruction, and (4) instructional-process programs (methods that focus on providing teachers with extensive professional development to implement specific instructional methods). Criteria for inclusion in the study were use of randomized or matched control groups, a study duration of at least 12 weeks, and valid achievement measures that were independent of the experimental treatments. A total of 33 studies met these criteria. The review concludes that programs designed to change daily teaching practices have substantially greater research support than those focused on curriculum or technology alone. Positive achievement effects were found for instructional-process programs, especially for those involving cooperative learning, and for mixed-method programs. The effective approaches provided extensive professional development and significantly affected teaching practices. In contrast, no studies of reading curricula met the inclusion criteria, and the effects of supplementary computer-assisted instruction were small.

Research has documented that collaborative learning groups improve student learning and increase the likelihood that students will have positive attitudes about both the subject matter and their peers. However, researchers know much less about how collaborative learning groups may influence student behavior and the extent to which their utility extends to testing as well as projects and papers. In an effort to address these gaps, we used quasi-experimental and survey data to examine the effects of collaborative testing on Introduction to Sociology students' learning, behavior, and attitudes. Findings indicate that collaborative testing improved students' behavior and attitudes. In comparison to a control group, students who participated in collaborative testing reported completing more of their assigned readings and had improved attitudes toward their learning, the testing process, and sociology.

Read 180 and Voyager Passport use many non-computer group activities as well as computer activities, provide teachers with significant professional development and follow-up, and are intended to serve as core, not supplementary, instruction for struggling readers.

Farkas and Vicknair argue with Cancio et al's (1996) claim that discrimination, measured as a residual from an earnings attainment regression, increased after 1976. They believe the key control variable--cognitive skill--was omitted.

This article systematically reviews research on elementary reading programs for English language learners and other language-minority students. It focuses on studies that compared experimental and control groups on quantitative reading measures. Among beginning reading models, research supported structured, phonetic programs emphasizing language development in both native-language and English instruction. Tutoring programs were also supported. For upper-elementary reading, research supported a broad range of programs, but particularly effective were programs using cooperative learning, extensive vocabulary instruction, and literature.

Before schools and districts invest their scarce resources in the products that educational researchers have developed, teachers, administrators, and community members need to become informed consumers of educational research. This article strives to bridge the gap between researchers and practitioners by exploring how to become an informed consumer of educational research. (Contains 9 notes.)

According to research analyzed in the March 2004 issue of \"Educational Leadership,\" the prevailing thought that bilingual programs retard or are detrimental to English reading performances of English language readers is a misconception. Because many federal and state policies now mandate that schools demonstrate adequate yearly progress of every student subgroup, schools with large English language learner populations face serious consequences unless these students succeed.\"