Treasures © 2011

Treasures Research & Success

• Research Alignment of Treasures
  This paper presents the results of the research-based alignment process for Treasures in two parts: Synopsis of Findings (Westat) and a Technical Appendix (IESD). Phonemic Awareness, Phonics, Reading Fluency, Vocabulary, and Reading Comprehension research is discussed in detail as it relates to the Treasures program. Additionally, the research base behind the Treasures program is presented and explained.
• Developing Comprehension Skills
  In this document, Dr. Scott Paris provides information and research that support the foundation of reading comprehension skills. He discusses the need to contain strong comprehension strategies, which is implicit in the Treasures program.
• Bibliography of Research for Treasures
  This bilbiography provides a plethora of sources that are used in the development of Treasures. Research is disaggregated by the strategies used in Treasures, which are: Phonemetric Awareness; Phonics; Vocabulary; Comprehension; Fluency; Writing; Differentiated Instruction; English Language Learners; Reading Instruction and Intervention; Emergent Literacy/Beginning Reading; Assessment; Classroom Management; Spelling; and, Special Education.
• Phonemic Awareness and Phonics
  In this document, Dr. Timothy Shanahan provides information and research in on the importance of teaching Phonics and Phonemic Awareness.
• Strategies to Support ELLs in Mainstream Classrooms
  In this document, Dr. Josephina Villamil Tinajero provides information and research in on the the best strategies and practices for support ELL students in the classroom.
• Multicultural Literature: A Synthesis of Literature
  In this document, Dr. Dorris Walker-Dalhouse provides information and research in support of utilizing multicultural literature as a means to build a stronger, more culturally enriched student.

• Treasures Research: An Exploratory Study of the Story Retelling
  As part of the development, MMH included strategies designed to improve acquisition of student reading comprehension skills. One of the strategies is the provision of retelling cards for grades 1 and 2. These retelling cards will be used to promote the understanding of story sequences and important points in the material the students have read. The purpose of this exploratory study is to examine the efficacy of the retelling component. Participants are from eight elementary schools in Atlanta Public Schools and St. Paul Public Schools.

Non-Randomized Controlled Studies

• The Effectiveness of the Treasures Reading Program
  The study uses a quasi-experimental comparison group design to test the effectiveness of Treasures by comparing outcomes for students who used Treasures to those who did not use Treasures, adjusting for differences between the Treasures and comparison groups on baseline characteristics.

• Activities for Vocabularies to Take Flight
  This document provides a report from Dr. Donald Bear in which he provides information relating to the effectiveness of vocabulary and reading instruction for students.
• Effective Comprehension Instruction
  This document provides a report from Dr. Janice Dole in which she provides information relating to the effectiveness of comprehension instruction for students.
• Instruction for English Language Learners
  In this document, Dr. Jana Echevarria provides information relating to the effectiveness of instruction for English Language Learners.
• Differentiating Instruction: Grouping for Reading Success
  In this document, Dr. Vicki Gibson provides information and research in support of programs that utilize Direct Instruction for students, especially when used as an intervention program.
• Reading Fluency and Treasures
  In this document, Dr. Jan Hasbrouck provides information and research in on the importance of utilizing the best practices for increasing Reading Fluency.

• The Positive Effects of Implementing Treasures
  This report discusses a field test conducted at eighteen elementary schools in one district for Treasures. Results yield positive outcomes for both teachers and students.
• Studying the Effectiveness of Treasures in Rural School Districts
  This report discusses and evaluates a field test conducted in a rural school district in the Western US for Treasures. Results yield positive marks from both teachers and students. It is evident that Treasures is an exemplary reading curriculum for primary school students.