Beginning in 2002, researchers developed, implemented, and evaluated the efficacy of an English reading intervention for first-grade English learners using multiple randomized control trials (RCTs). As a result of this efficacy work, researchers successfully competed for an IES Goal 4 effectiveness study using the same intervention. Unlike the…

The effects of No Child Left Behind (NCLB) legislation and the publication of the National Reading Panel (NRP) report profoundly affected how reading is taught in public schools as well as how program effectiveness is evaluated. The disequilibrium that resulted from state and federal mandates governing reading instruction set the stage for the…

The current study will examine possible contextual effects relative to differences in reading comprehension performance in the state of Florida. While the Reading First (RF) Impact study examined such difference using a regression discontinuity design, the authors are primarily interested in other analytic methods that might answer different…

The "No Child Left Behind Act of 2001" (PL 107-110) established the Reading First (RF) Program (Title I, Part B, Subpart 1), a major Federal initiative designed to help ensure that all children can read at or above grade level by the end of third-grade. The legislation (Section 1205 of the Elementary and Secondary Education Act) requires…

In this study, Reading Recovery teachers reported the program plans for students who had not successfully discontinued the Reading Recovery program. Despite the existence of policy and monitoring devices in New Jersey, a number of schools did not have plans in place to offer ongoing intensive literacy instruction for their lowest-performing…