ERIC Number: EJ746811
Record Type: Journal
Publication Date: 2006
Pages: 18
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0002-8312
EISSN: N/A
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
Sadoski, Mark; Willson, Victor L.
American Educational Research Journal, v43 n1 p137-154 Spr 2006
In 1997, Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60), a heavily minority urban district with many Title I schools, to implement a theoretically based initiative designed to improve Colorado Student Assessment Program reading scores. In this study, the authors examined achievement in Grades 3-5 during the years 1998-2003. PSD60 schools and schools statewide were compared through a series of repeated measures analyses of covariance controlling for school size, percentage of minority students enrolled, socioeconomic status, and the amount of time a school was included in the intervention. Statistically significant and increasing gains favoring the Lindamood-Bell reading intervention were found both overall and in analyses of Title I schools.
Descriptors: Minority Groups, Learning Processes, Intervention, Urban Schools, School Size, School Districts, Academic Achievement, Reading Instruction, Cultural Pluralism, Student Diversity, State Standards, Scores, Reading Improvement, Reading Achievement, Comparative Analysis, Socioeconomic Status, Achievement Gains
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81012
IES Cited: ED508796