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ERIC Number: ED528416
Record Type: Non-Journal
Publication Date: 2009
Pages: 8
Abstractor: ERIC
Reference Count: 2
Five Randomized Trials to Assess the Effectiveness of Adolescent Literacy Interventions: Realities of Design and Implementation and Influences on Impact
Sprague, Kim; Hamilton, Jennifer; Coffey, Deb; Loadman, William; Faddis, Bonnie
Society for Research on Educational Effectiveness
Rigorous research provides information that will allow other schools and districts to select interventions that have a scientifically based track record of effectiveness. All Striving Reader grants include the mandate to evaluate literacy intervention(s) targeted to adolescents who are reading significantly below grade level. Although all studies followed the same guidelines for evaluation, each was implemented in a different context, evaluated different interventions or curricula, and utilized different evaluation designs. This symposium will bring together five evaluations to share information about the challenges in both designing and implementing the designs of such studies after two years of implementation. In addition, the consideration of implementation context in the interpretation of the results and what should be done when planning to implement will also be discussed. As a result evaluators hope to provide important information to those planning similar studies in school districts and other complex social settings.
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: Elementary Education; Elementary Secondary Education; High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Massachusetts; New Jersey; Ohio; Oregon; Tennessee
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress; Stanford Diagnostic Reading Test