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Henry May; Aly Blakeney; Pragya Shrestha; Mia Mazal; Nicole Kennedy – Grantee Submission, 2023
To estimate the long-term effects of the Reading Recovery® intervention, a regression discontinuity design (RD) was implemented in a randomly selected sample of Reading Recovery schools during each year of the federally-funded i3 Scale-Up external evaluation (2011-2015) and also in one additional cohort during the 2016-17 school year. Long-term…
Descriptors: Reading Programs, Outcomes of Education, Elementary School Students, Reading Tests
Clemens, Nathan H.; Fuchs, Douglas – Grantee Submission, 2021
Many seem to believe that researcher-made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher-made (proximal) tests that align with the researchers' interventions are closely scrutinized and often devalued, whereas commercially developed…
Descriptors: Reading Tests, Reading Comprehension, Program Evaluation, Reading Programs
Erik Rawls; Alysia D. Roehrig; Jeannine E. Turner; Michael P. Mesa; Madelyn McClarey; Camille Lewis; Cheyeon Ha; Peggy Auman; Tamara Bertrand Jones – Grantee Submission, 2023
Partners United for Research Pathways Oriented to Social Justice in Education is a partnership between a university research training program and a Children's Defense Fund Freedom Schools® site in north Florida. It addresses the lack of demographic diversity among doctoral students in education. Emphasis is on researcher positionality and building…
Descriptors: Urban Education, Summer Programs, Partnerships in Education, Universities
Jones, Curtis J.; Li, Dongmei – Grantee Submission, 2021
Future Forward is an early primary literacy program that pairs one-on-one tutoring with family engagement. Future Forward's approach is informed by both systems theory and a school-family-community partnership model. Future Forward understands that schools are not solely responsible for developing student literacy. Instead of viewing families and…
Descriptors: Literacy Education, Reading Programs, Reading Instruction, Tutorial Programs
Keri M. Madsen; Lindsey A. Peters-Sanders; Elizabeth Spencer Kelley; Robert Michael Barker; Yagmur Seven; Wendy L. Olsen; Xigrid Soto-Boykin; Howard Goldstein – Grantee Submission, 2022
A cluster randomized design was used to investigate effects of the Story Friends vocabulary curriculum on learning of 84 preschoolers in 24 classrooms who were at risk for language difficulties. Children in the treatment condition received explicit vocabulary instruction of 36 words during small-group storybook listening centers with extended…
Descriptors: Instructional Improvement, Vocabulary Development, Preschool Children, At Risk Students
Catherine Armstrong Asher; Ethan Scherer; James S. Kim – Grantee Submission, 2021
Parental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot determine how individual components work alone or in…
Descriptors: Handheld Devices, Telecommunications, Program Effectiveness, Summer Programs
Ha, Cheyeon; Durtschi, Shawna; Roehrig, Alysia; Turner, Jeannine; Craig, Makana; Mesa, Michael P.; Funari, Chelsea – Grantee Submission, 2021
This study explored how a culturally relevant summer reading program may empower young Black students through social action and opportunities for reading engagement, thus supporting their reading motivation. The North Florida Freedom Schools (NFFS) was designed to realize social justice by providing free educational opportunities, especially for…
Descriptors: Reading Motivation, Culturally Relevant Education, Reading Instruction, Summer Programs
Cheyeon Ha; Alysia D. Roehrig – Grantee Submission, 2022
This study explores students' perspectives on the satisfaction of basic psychological needs in the classroom and the potential effects on their learning growth in a summer reading program. The summer reading program was free for students in grades 1-8 and was designed to prevent reading-level losses during the summer for students from lower-income…
Descriptors: Summer Programs, Reading Programs, Psychological Needs, Reading Skills
Martha Abele Mac Iver; Marcia Davis; Douglas J. Mac Iver – Grantee Submission, 2024
Motivating today's adolescents to read is a challenge. This article discusses the kinds of literacy instructional practices that leverage what we know about adolescent motivation. It also reviews several evidence-based literacy interventions designed to engage and motivate adolescent readers that can potentially lead to improvements in student…
Descriptors: Reading Motivation, Academic Achievement, Evidence Based Practice, Intervention
Fuchs, Douglas; Hendricks, Emma; Walsh, Meagan E.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Zhang Tracy, Wen; Patton, Samuel, III.; Davis, Nicole; Kim, Wooliya; Elleman, Amy M.; Peng, Peng – Grantee Submission, 2018
We conducted a 14-week experimental study of 2 versions of a relatively comprehensive RC intervention that involved 50 classroom teachers, 15 tutors, and 120 children drawn in equal proportions from grades 3 and 5 in 13 schools in a large urban school district. Students were randomly assigned in equal numbers to the 2 tutoring conditions and a…
Descriptors: Reading Comprehension, Multidimensional Scaling, Reputation, Reading Programs
Danielle S. McNamara; Tracy Arner; Reese Butterfuss; Ying Fang; Micah Watanabe; Natalie Newton; Kathryn S. McCarthy; Laura K. Allen; Rod D. Roscoe – Grantee Submission, 2022
The Interactive Strategy Training for Active Reading and Thinking (iSTART) game-based intelligent tutoring system (ITS) was developed with a foundation of comprehension theory and principles of learning science to improve students' comprehension of complex scientific texts. iSTART has been shown to improve reading comprehension for learners from…
Descriptors: Reading Strategies, Reading Instruction, Reading Programs, Reading Comprehension
McCarthy, Kathryn S.; Watanabe, Micah; Dai, Jianmin; McNamara, Danielle S. – Grantee Submission, 2020
Computer-based learning environments (CBLEs) provide unprecedented opportunities for personalized learning at scale. One such system, iSTART (Interactive Strategy Training for Active Reading and Thinking) is an adaptive, game-based tutoring system for reading comprehension. This paper describes how efforts to increase personalized learning have…
Descriptors: Game Based Learning, Reading Comprehension, High School Students, Educational Technology
Timothy Lycurgus; Ben B. Hansen; Mark White – Grantee Submission, 2022
We present an aggregation scheme that increases power in randomized controlled trials and quasi-experiments when the intervention possesses a robust and well-articulated theory of change. Intervention studies using longitudinal data often include multiple observations on individuals, some of which may be more likely to manifest a treatment effect…
Descriptors: Statistical Analysis, Randomized Controlled Trials, Quasiexperimental Design, Intervention
Vaughn, Sharon; Martinez, Leticia R.; Williams, Kelly J.; Miciak, Jeremy; Fall, Anna-Maria; Roberts, Greg – Grantee Submission, 2018
This study examined the effects of Reading Intervention for Adolescents, a 2-year extensive reading intervention targeting current and former English learners identified as struggling readers based on their performance on the state accountability assessment. Students who enrolled at three participating urban high schools were randomly assigned to…
Descriptors: Intervention, Reading Programs, Adolescents, Reading Difficulties
Capin, Philip; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne – Grantee Submission, 2017
Treatment fidelity data (descriptive and statistical) are critical to interpreting and generalizing outcomes of intervention research. Despite recommendations for treatment fidelity reporting from funding agencies and researchers, past syntheses have found treatment fidelity is frequently unreported (e.g., Swanson, "The Journal of Special…
Descriptors: Primary Education, Intervention, Fidelity, Program Implementation
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