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ERIC Number: ED503380
Record Type: Non-Journal
Publication Date: 2008-Nov
Pages: 306
Abstractor: ERIC
Reference Count: 25
ISBN: N/A
ISSN: N/A
The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation. NCEE 2009-4036
Corrin, William; Somers, Marie-Andree; Kemple, James J.; Nelson, Elizabeth; Sepanik, Susan
National Center for Education Evaluation and Regional Assistance
This report presents findings from the Enhanced Reading Opportunities (ERO) study, a demonstration and evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report, which is the second of three, focuses on the second of two cohorts of ninth-grade students to participate in the study and discusses the impact that the two interventions had on these students' reading comprehension skills through the end of their ninth-grade year. The report also describes the implementation of the programs during the second year of the study and provides an assessment of the overall fidelity with which the participating schools adhered to the program design as specified by the developers. Comparisons between the first and second year of the study are also provided. Key findings include: (1) On average, across the participating high schools, the supplemental literacy programs significantly improved student reading comprehension test scores; (2) 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 below grade level at the end of ninth grade, relative to the expected reading achievement of a nationally representative sample of ninth-grade students; (3) One of the two interventions, Reading Apprenticeship Academic Literacy (RAAL), had a positive and statistically significant impact on reading comprehension test scores; a positive, although not statistically significant, impact on reading comprehension was also produced by the other intervention, Xtreme Reading: the difference in impacts between the two programs is not statistically significant; (4) Overall impact of the ERO programs on reading comprehension test scores in the second year of implementation is not statistically different from their impact in the first year of implementation, nor is each intervention's impact in the second year of implementation statistically different from its impact in the first year; and (5) Implementation fidelity of the ERO programs was more highly rated in the second year of the study than in the first year. The ultimate goal of the two ERO programs is to improve students' academic performance during high school and to keep them on course toward graduation. The outcomes examined in the final report will include students' performance in core academic classes, their performance on the high-stakes tests required by their states, their grade-to-grade promotion rates, and whether they are on track to graduate from high school. Nine appendixes are included: (1) ERO Student Follow-Up Survey Measures; (2) Follow-Up Test and Survey Response Analysis; (3) Statistical Power and Minimum Detectable Effect Size; (4) ERO Implementation Fidelity; (5) Technical Notes for Impact Findings; (6) Impact Estimates Weighted for Nonresponse; (7) Impacts on Supplementary Measures of Reading Achievement and Behaviors; (8) Impacts for Student Subgroups; and (9) The Relationship Between Impacts and Second-Year Implementation. (Contains 163 footnotes, 1 box, 11 figures, and 65 tables.) [This report was written with Terry Salinger and Courtney Tanenbaum. For the Executive Summary, see ED503381. For the first-year report, see ED499778.]
National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/pubs/
Publication Type: Numerical/Quantitative Data; Reports - Evaluative; Tests/Questionnaires
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute of Education Sciences (ED), National Center for Education Evaluation and Regional Assistance
IES Funded: Yes
IES Cited: ED505493