NotesFAQContact Us
Search Tips
ERIC Number: ED514404
Record Type: Non-Journal
Publication Date: 2010
Pages: 14
Abstractor: ERIC
Reference Count: 27
Evaluating Intervention Effects of Scholastic READ 180 on Low-Achieving Incarcerated Youth
Zhu, Jing; Loadman, William E.; Lomax, Richard G.; Moore, Raeal
Society for Research on Educational Effectiveness
Among various interventions targeting adolescent students who read significantly below grade level, the Scholastic READ 180 is an intensive daily program that makes use of technology and combines research-based reading practices. Since the launch of READ 180, Scholastic Inc. and many schools that have deployed the program have been jointly conducting impact analyses. Although many studies maintain that students receiving READ 180 display remarkable growth on reading achievement, the majority of these studies are inadequate to provide strong evidence for causal conclusions of the intervention effectiveness of READ 180 according to the WWC (What Works Clearinghouse) Evidence Standards (2006). In addition, there is no literature found regarding the impact of READ 180 on the population of incarcerated youth. As a result, based on a randomized clinical field trial, the major purpose of this longitudinal study was to investigate if READ 180 had a meaningful impact on the reading proficiency of low-achieving incarcerated youth over time, when comparing the experimental group with a comparison group being instructed with a traditional educational reading program on reading achievement and growth. (Contains 13 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail:; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Ohio