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This brief provides educators with the background, rationale and evidence for implementing an uninterrupted, 90-minute literacy block as part of a comprehensive approach to teaching reading in elementary schools.
What does Education Northwest do? Our newly refreshed website makes it easier to find out.
How do you scaffold instruction for diverse learners—including English learners—so that all students in your classroom become stronger, more confident writers? Our new customized onsite 6+1 Trait Writing workshop addresses this challenge with evidence-based and easy-to-implement strategies that
You can have the professional staff at Education Northwest assess your students' writing using 6+1 Trait® Writing. Education Northwest's writing assessors will provide writing assessment scores you can depend on for providing valuable direct student assistance. These assessments yield the
Empowering Volunteers and Increasing Impact: Lessons from SMART’s Refreshed Volunteer Training Program
When students are struggling in reading and writing, a promising approach is to emphasize the connections through strategies like sentence starters and mentor texts. Our author gives insights.
Students with dyslexia are intelligent but struggle to "crack the code" of written language. What can educators do to best support them in the classroom?
Improve the the way you teach writing for English learners, students with special needs, gifted and talented students and all the students in your classroom.
The 6+1 Trait® Writing Model of Instruction & Assessment comprises 6+1 key qualities that define quality writing. These are: Ideas —the main message Organization —the internal structure of the piece Voice —the personal tone and flavor of the author's message Word Choice —the vocabulary a
Jacqueline Raphael and Rhonda Barton look closely at the demands of the Common Core State Standards on student writing and show how a traits-based model for teaching writing can help educators meet the challenge.
Coming into high school a few years ago, I could not have anticipated how valuable skills like marking up important parts of the text or re-reading certain passages could be to my grasping of the material. As a sophomore last year (and a freshman the year before), I shrugged off most of the advice,
Four years ago, when I taught first-year composition at Portland Community College, I remember working hard to focus my class on topics I felt would interest my students: how experts achieve excellence in their chosen fields, for example, and how to balance work, school, and personal life. My
The education world is paying more attention than ever before to gaps in our students’ writing ability. What’s helping to close the gap at Roosevelt High School, Oregon’s most diverse high school, is extending writing beyond the classroom. In 2012, this North Portland high school used funds from
This paper looks at reading performance and the achievement gaps between Native Hawaiian students and their white peers with an eye toward informing policy.
The core of the 6+1 Trait® Writing Model of Instruction & Assessment is the set of rubrics that specify how to assess the quality of student writing and tailor instruction to students’ needs. The K–2 rubric supports teachers and students as they are starting to write, creating classroom writing
In a search of evidence-based materials from research organizations, we found several resources that are written for teachers and other practitioners. These resources have the following strategies in common: providing systematic and explicit instruction; teaching visual representation of functions
This report presents the results of a study that examined the efficacy of professional development for teachers using the 6+1 Trait Writing model with respect to improving student writing skills. To achieve this purpose, a randomized experimental study was conducted in 2003-2004 in grades 4 to 6 to
This report describes how students increased their reading comprehension after one semester of tutoring with Read Right, a nationally used intervention program that supplements regular English language arts instruction.
In this report, Education Northwest researchers describe how it is possible to make a statistically significant difference in struggling readers’ achievement in just a single year.
In this article, we ask teachers in a small, rural district in eastern Washington how they used 10- to 12-week change cycles to make gains in their students’ reading scores.

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