Details for IES Report (Nov. 2008): Enhanced Reading

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Name:IES Report (Nov. 2008): Enhanced Reading
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Institute  of   Education    Sciences

NATIONAL CENTER FOR EDUCATION EVALUATION AND REGIONAL ASSISTANCE

 

The Enhanced Reading Opportunities Study

Findings from the Second Year of Implementation

  

This report presents findings from the Enhanced Reading Opportunities (ERO) study — a demonstration and rigorous evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers: RAAL and Xtreme Reading

 

The key findings discussed in the report include the following:

  • On average, across the 34 participating high schools, the supplemental literacy programs improved student reading comprehension test scores by 0.08 standard deviation. This represents a statistically significant improvement in students’ reading comprehension (p-value = 0.042).
  • Seventy-seven percent of the students who enrolled in the ERO classes in the second year of the study were still reading at two or more years be-low grade level at the end of ninth grade, relative to the expected reading achievement of a nationally representative sample of ninth-grade students. One of the two interventions – Reading Apprenticeship Academic Literacy (RAAL) — had a positive and statistically significant impact on reading comprehension test scores (0.14 standard deviation; p-value = 0.015). Although not statistically significant, a positive impact on reading comprehension (0.02 standard deviation) was also produced by the other intervention, Xtreme Reading. The difference in impacts between the two programs is not statistically significant, and thus it can-not be concluded that RAAL had a different effect on reading comprehension than Xtreme Reading.

 

The overall impact of the ERO programs on reading comprehension test scores in the second year of implementation (0.08 standard deviation) is not statistically different from their impact in the first year of implemen­tation (0.09 standard deviation), nor is each intervention’s impact in the second year of implementation statistically different from its impact in the first year.

The implementation fidelity of the ERO programs was more highly rated in the second year of the study than in the first year. In comparison with the first year, a greater number of schools in the second year of the study were deemed to have programs that were well aligned with the program developers’ specifications for implementation fidelity (26 schools in the second year, compared with 16 schools in the first year), and fewer schools were considered to be poorly aligned (one school in the second year, compared with 10 schools in the first year).

 

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