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ERIC Number: EJ746811
Record Type: Journal
Publication Date: 2006
Pages: 18
Abstractor: Author
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0002-8312
Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District
Sadoski, Mark; Willson, Victor L.
American Educational Research Journal, v43 n1 p137-154 Spr 2006
In 1997, Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60), a heavily minority urban district with many Title I schools, to implement a theoretically based initiative designed to improve Colorado Student Assessment Program reading scores. In this study, the authors examined achievement in Grades 3-5 during the years 1998-2003. PSD60 schools and schools statewide were compared through a series of repeated measures analyses of covariance controlling for school size, percentage of minority students enrolled, socioeconomic status, and the amount of time a school was included in the intervention. Statistically significant and increasing gains favoring the Lindamood-Bell reading intervention were found both overall and in analyses of Title I schools.
American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net/publications/?id=315
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED508796