A Multisite Cluster Randomized Field Trial of Open Court Reading

Autor/inn/en	Borman, Geoffrey D.; Dowling, N. Maritza; Schneck, Carrie
Titel	A Multisite Cluster Randomized Field Trial of Open Court Reading
Quelle	In: Educational Evaluation and Policy Analysis, 30 (2008) 4, S.389-407 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373708326283
Schlagwörter	Reading Comprehension; Academic Achievement; Effect Size; Classrooms; Literacy; Scores; Pretests Posttests; Achievement Gap; Professional Development; Minority Group Students; Economically Disadvantaged; Vocabulary; Educational Change; Reading Achievement; Early Reading; Reading Programs; Intervention; Elementary School Students; Early Childhood Longitudinal Survey; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Leseverstehen; Schulleistung; Classroom; Klassenraum; Alphabetisierung; Schreib- und Lesefähigkeit; Wortschatz; Bildungsreform; Leseleistung; Frühlesen
Abstract	In this article, the authors report achievement outcomes of a multisite cluster randomized field trial of Open Court Reading 2005 (OCR), a K-6 literacy curriculum published by SRA/McGraw-Hill. The participants are 49 first-grade through fifth-grade classrooms from predominantly minority and poor contexts across the nation. Blocking by grade level within schools, the trial includes 27 classrooms receiving the OCR curricular materials and professional development and 22 "business-as-usual" control classrooms. Multilevel analyses of classroom-level effects of assignment to OCR reveal statistically significant treatment effects on all three of the Comprehensive Test of Basic Skills, 5th edition, Terra Nova literacy posttests. The OCR effect sizes are d = 0.16 for the Reading Composite, d = 0.19 for Vocabulary, and d = 0.12 for Reading Comprehension. These effects achieved across 27 classrooms and 5 schools demonstrate the potential for replicating improved literacy outcomes through the scale-up of OCR. (Contains 4 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10