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ERIC Number: EJ963713
Record Type: Journal
Publication Date: 2011-Dec
Pages: 25
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0013-5984
The Impact of Oregon Reading First on Student Reading Outcomes
Baker, Scott K.; Smolkowski, Keith; Smith, Jeanie Mercier; Fien, Hank; Kame'enui, Edward J.; Beck, Carrie Thomas
Elementary School Journal, v112 n2 p307-331 Dec 2011
This study examined the impact of Oregon Reading First on student reading outcomes. Outcomes in schools that began Reading First implementation in 2003-2004 (Cohort A) were compared to outcomes in schools that began Reading First implementation in 2005-2006 (Cohort B). The primary hypothesis, that experienced Cohort A schools would outperform less-experienced Cohort B schools, is linked to the model of Reading First used in Oregon and evidence that school reform outcomes can improve over time with high-quality reforms and strong implementation. School-level analyses involved 51 schools and over 3,000 K-3 students. In the major analysis year, 2005-2006, Cohort A schools consistently outperformed Cohort B schools on both formative and summative measures. Also, Cohort A schools had consistently higher rates of within-year reading growth on formative measures. Findings are discussed in the context of the national Reading First Impact Study. (Contains 2 figures, 5 tables, and 2 notes.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Oregon
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Stanford Early School Achievement Test