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ERIC Number: ED563085
Record Type: Non-Journal
Publication Date: 2013
Pages: 8
Abstractor: ERIC
Reference Count: 23
Adolescent Literacy on the Margin: Regression-Discontinuity Evidence from a "Double Dose" Middle Grades Literacy Intervention
Dougherty, Shaun M.
Society for Research on Educational Effectiveness
This paper provides causal evidence to answer the question, "Does the application of a double dose of literacy instruction in middle school improve student performance on subsequent academic outcomes?" The focus of this paper is on an intervention where the second dose of literacy instruction uses research-based instructional strategies, and shows that this instruction leads to systematic improvement in adolescent reading comprehension. How differences in the fidelity of implementation of this policy may impact the effects of the intervention both at the school-level and in aggregate are examined. This district-designed literacy intervention used 5th-grade scores on the Iowa Test of Basic Skills (ITBS) to determine student eligibility for a double dose of literacy instruction in middle school. Students who scored at the 60th percentile or lower on the ITBS reading test were assigned, by rule, to be eligible for this literacy program. Using a regression-discontinuity design, preliminary findings show that there was a positive aggregate effect of the policy for students who were just eligible for the intervention compared to those who were not. Figures are appended.
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Publication Type: Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills