Evaluation of the i3 Scale-up of Reading Recovery: Year One Report, 2011-12. RR-76

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Autor/inn/en	May, Henry; Gray, Abigail; Gillespie, Jessica N.; Sirinides, Philip; Sam, Cecile; Goldsworthy, Heather; Armijo, Michael; Tognatta, Namrata
Institution	Consortium for Policy Research in Education; University of Delaware, Center for Research in Education and Social Policy (CRESP)
Titel	Evaluation of the i3 Scale-up of Reading Recovery: Year One Report, 2011-12. RR-76
Quelle	(2013), (154 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Programs; Early Intervention; Reading Achievement; Reading Difficulties; Reading Instruction; Reading Skills; Educational Research; Program Effectiveness; Reading Failure; Beginning Reading; Elementary School Students; Reading Teachers; Literacy; Grants; Quasiexperimental Design; Evidence; Fidelity; Program Implementation; Surveys; Measures (Individuals); Program Evaluation; Ohio + Suchen Sie Ihr Suchwort? Leseleistung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading skill; Lesefertigkeit; Bildungsforschung; Pädagogische Forschung; Reading disability; Reading weakness; Leseschwäche; Erstleseunterricht; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Alphabetisierung; Schreib- und Lesefähigkeit; Grant; Finanzielle Beihilfe; Evidenz; Survey; Umfrage; Befragung; Messdaten; Programme evaluation; Programmevaluation
Abstract	Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child's literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education's Investing in Innovation (i3) Fund to expand the use of Reading Recovery across the country. The award was intended to fund the scale-up of Reading Recovery by training 3,675 new RR Teachers in U.S. schools, thereby expanding capacity to allow service to an additional 88,200 students. The Consortium for Policy Research in Education (CPRE) was contracted to conduct an independent evaluation of the i3 scale up of Reading Recovery over the course of five years. The evaluation includes parallel rigorous experimental and quasi-experimental designs for estimating program impacts, coupled with a large-scale mixed-methods study of program implementation under the i3 scale-up. This report presents findings through the second year of the evaluation. The primary goals of this evaluation were: (1) to assess the success of the scale-up in meeting the i3 grant's expansion goals; (2) to document the implementation of scale-up and fidelity to program standards; and (3) to provide experimental evidence of the impacts of Reading Recovery on student learning under this scale-up effort. This document is the first in a series of three annual reports produced based on our external evaluation of the Reading Recovery i3 Scale-Up. This report presents early results from the experimental impact and implementation studies conducted over the 2010-11 and 2011-12 school years. An appendix includes: Statistical Model for Impacts of Reading Scores. [For "WWC Review of the Report 'Evaluation of the i3 Scale-up of Reading Recovery Year One Report, 2011-12.' What Works Clearinghouse Single Study Review," see ED547670.] (ERIC).
Anmerkungen	Consortium for Policy Research in Education. University of Pennsylvania, 3440 Market Street Suite 560, Philadelphia, PA 19104. Tel: 215-593-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.cpre.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10