Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program? Results from a Randomized Controlled Trial of READ 180 Enterprise

Autor/inn/en	Kim, James S.; Capotosto, Lauren; Hartry, Ardice; Fitzgerald, Robert
Titel	Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program? Results from a Randomized Controlled Trial of READ 180 Enterprise
Quelle	In: Educational Evaluation and Policy Analysis, 33 (2011) 2, S.183-201 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373711399148
Schlagwörter	Evidence; Control Groups; Elementary School Students; Reading Comprehension; School Activities; Intervention; Reading Fluency; Reading Achievement; After School Programs; Program Effectiveness; Spelling; Outcomes of Education; Low Achievement; Reading Difficulties; Qualitative Research; Statistical Analysis; Elementary Education; Massachusetts + Suchen Sie Ihr Suchwort? Evidenz; Leseverstehen; Leseleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Schreibweise; Lernleistung; Schulerfolg; Unterdurchschnittliche Leistung; Reading difficulty; Leseschwierigkeit; Qualitative Forschung; Statistische Analyse; Elementarunterricht; Master-Studiengang
Abstract	The authors describe an independent evaluation of the READ 180 Enterprise intervention designed by Scholastic, Inc. Despite widespread use of the program with upper elementary through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an after-school program, the authors generated intention-to-treat and treatment-on-the-treated estimates of the program's impact on several literacy outcomes of fourth, fifth, and sixth graders reading below proficiency on a state assessment at baseline. READ 180 Enterprise students outperformed control group students on vocabulary (d = 0.23) and reading comprehension (d = 0.32) but not on spelling and oral reading fluency. The authors interpret the findings in light of the theory of instruction underpinning the READ 180 Enterprise intervention. (Contains 2 figures, 7 tables, and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11