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CIERA Technical Report Series

CIERA Technical Report Series

CIERA Technical Reports provide the latest findings from CIERA researchers. These in-depth publications cover a variety of topics, including informational text, word learning, effective schools, and more. Reports are split up into three inquiry levels, each focusing on a different aspect of the literacy issue (Inquiry 1: Readers and Texts; Inquiry 2: Home and School; and Inquiry 3: Policy and Profession). All reports in the CIERA Technical Report series are available in HTML and PDF formats. To begin browsing, choose one of the topics below.

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Inquiry 1: Readers and Text

Inquiry 2: Home and School Inquiry 3: Policy and Profession


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

Report Summary

HTML Version

Acrobat PDF Version


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


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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Center for the Improvement of Early Reading Achievement
University of Michigan School of Education
Rm. 2002 SEB
610 E. University Ave.
Ann Arbor, MI 48109-1259
Phone: (734) 647-6940 Fax: (734) 615-4858
ciera@umich.edu

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