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ERIC Number: ED515235
Record Type: Non-Journal
Publication Date: 2009
Pages: 10
Abstractor: ERIC
Reference Count: 13
The Enhanced Reading Opportunities Study: Findings from the Second Year of Implementation
Corrin, William; Somers, Marie-Andree; Kemple, James; Nelson, Elizabeth; Sepanik, Susan
Society for Research on Educational Effectiveness
Unfortunately, little is known about school-based interventions that address the needs of struggling adolescent readers. To help fill these gaps in knowledge and to provide evidence-based guidance to practitioners, the U.S. Department of Education initiated the Enhanced Reading Opportunities (ERO) Study--a demonstration and random assignment evaluation of supplemental literacy programs targeted to ninth grade students with limited literacy skills. The demonstration involves 34 high schools from 10 school districts that are implementing one of two supplemental literacy programs: Reading Apprenticeship Academic Literacy (RAAL), designed by WestEd, or Xtreme Reading, designed by the University of Kansas Center for Research on Learning. The programs are supplemental as they consist of a year-long course that replaces a ninth-grade elective class and not a core academic class. They aim to help striving adolescent readers develop and apply the strategies and routines used by proficient readers and to motivate them to read more. The literacy programs were implemented in school years 2005-2006 and 2006-2007, resulting in two cohorts of ninth-grade participants. The U.S. Department of Education's Office of Elementary and Secondary Education (OESE) provided direct support for implementation to the participating schools and districts, while the Institute of Education Sciences has been funding and overseeing the design and execution of the evaluation effort. MDRC, a nonprofit, nonpartisan social policy research organization, is conducting the evaluation in partnership with the American Institutes for Research and Survey Research Management. The study's first report described the first year of implementation of the ERO programs and presented impact findings for the first cohort of ninth-grade students (2005-06). The key impact finding was that overall, the ERO programs improved students' reading comprehension test by 0.09 standard deviation (p-value = 0.019). Although not statistically significant, the estimated impact of each literacy intervention (Xtreme Reading, RAAL) was also 0.09 standard deviation. This conference paper will present findings from the second report for the ERO study, which examined implementation and impacts for the second year of program operation. (Contains 1 table, 1 figure and 10 footnotes.)
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: Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED505493