Striving Readers: Impact Study and Project Evaluation Report--Wisconsin Department of Public Instruction (with Milwaukee Public Schools)

Autor/inn/en	Swanlund, Andrew; Dahlke, Katie; Tucker, Natalie; Kleidon, Brianna; Kregor, Jennifer; Davidson-Gibbs, Debbie; Hallberg, Kelly
Institution	American Institutes for Research (AIR)
Titel	Striving Readers: Impact Study and Project Evaluation Report--Wisconsin Department of Public Instruction (with Milwaukee Public Schools)
Quelle	(2012), (107 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Difficulties; Program Effectiveness; Intervention; Reading Achievement; Fidelity; Faculty Development; Program Implementation; Reading Instruction; Grade 6; Grade 7; Grade 8; Grade 9; Achievement Tests; Reading Teachers; Learning Strategies; Middle School Students; High School Students; Grade 10; Wisconsin (Milwaukee); Measures of Academic Progress; Wisconsin Knowledge and Concepts Examinations + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Leseleistung; Leseunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin
Abstract	American Institutes for Research (AIR) conducted an evaluation of the effect on struggling readers of implementing the READ 180 reading intervention in five participating schools in Milwaukee Public Schools (MPS) under a Striving Readers grant from the U.S. Department of Education. The evaluation used an experimental design in order to produce a rigorous estimate of the impact of the READ 180 intervention on measures of reading achievement for struggling students. The evaluation also explored implementation fidelity and the contexts and conditions of implementation that may extend or limit the intervention's effects. To measure program impact on students' academic performance in reading, AIR analyzed student achievement data collected from the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) benchmark assessment. AIR also administered a student survey to assess the impact on student engagement and self-efficacy for reading. This report asked the following research questions: (1) Does the READ 180 reading intervention improve students' academic performance in reading?; (2) With what fidelity did the program implement the professional development model and what factors mediated the level of implementation?; and (3) With what fidelity did classroom intervention teachers implement READ 180 and what factors mediated the level of implementation? (ERIC).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01