Final-Year Results from the i3 Scale-Up of Reading Recovery

Autor/inn/en	May, Henry; Sirinides, Philip; Gray, Abby; Davila, Heather Goldsworthy; Sam, Cecile; Blalock, Toscha; Blackman, Horatio; Anderson-Clark, Helen; Schiera, Andrew J.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Final-Year Results from the i3 Scale-Up of Reading Recovery
Quelle	(2015), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Programs; Program Evaluation; Reading Achievement; Mixed Methods Research; Randomized Controlled Trials; Elementary School Students; Grade 1; Correlation; Reading Improvement; Sample Size; Reading Comprehension; Achievement Tests; Standardized Tests; Pretests Posttests; Hierarchical Linear Modeling; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Leseleistung; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Leseverstehen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	As part of the 2010 economic stimulus, a $55 million "Investing in Innovation" (i3) grant from the US Department of Education was awarded to scale up Reading Recovery across the nation. This paper presents the final round of results from the large-scale, mixed methods randomized evaluation of the implementation and impacts of Reading Recovery under this i3 Scale-Up. Over 10,000 low performing first-grade students from more than 1,000 schools participated in this study from 2010-2015. The evaluation design for the i3 scale-up of Reading Recovery includes a rigorous experimental research design (i.e., a multi-site randomized controlled trial) that supports strong causal inferences about program impacts, coupled with mixed methods descriptions of program implementation and contextual factors. Short-term impacts on students' reading performance are estimated by comparing mid-year reading achievement of students randomly assigned to participate in reading recovery at the beginning of first grade to students randomly assigned to the control condition. The consistently large positive impacts of Reading Recovery under the i3 scale-up suggest that this relatively large investment has led to substantial improvements in the reading performance of many thousands of students across the nation. In addition, results from the mixed-methods implementation evaluation revealed numerous programmatic and contextual factors that can support or hinder implementation of Reading Recovery by individual schools and may explain variation in impacts across sites. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01