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Characteristics of readers and texts and their relationship to early reading achievement.
What are the characteristics of readers and texts that have the greatest influence on early success in reading? How can children's exiting knowledge and Classroom environments enhance the factors that make for success?
Click here to view all of the Inquiry 1 reports
Recent:
CIERA Report #1-016
"Decodable Texts for Beginning Reading Instruction: The Year 2000 Basals" by James V. Hoffman, Misty Sailors, and Elizabeth U. Patterson
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Home and school effects on early reading achievement.
How do the contexts of homes, communities, classrooms, and schools support high levels of reading achievement among primary-level children? How can these contexts be enhanced to ensure high levels of reading achievement among primary-level children?
Click here to view all of the Inquiry 2 reports
Recent:
CIERA Report #2-016
"The CIERA School Change Project: Supporting Schools as They Implement Home-Grown Reading Reform"
by Barbara M. Taylor, P. David Pearson, Debra Peterson, and Michael C. Rodriguez
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Policy and professional effects on early reading achievement.
How can new teachers be initiated into the profession and experienced teachers be provided with the knowledge and tools they need? How do policies at all levels support or detract from efforts to provide children with a high level of reading instruction?
Click here to view all of the Inquiry 3 reports
Recent:
CIERA Report #3-025
"The Effect of Groups and Individuals on National Decisionmaking: Influence and Domination in the Reading Policymaking Environment" by Julie E. McDaniel, and Cecil Miskel
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