There are large gaps in reading skills by family income among school-aged children in the United States. Correlational evidence suggests that reading skills are strongly related to the amount of reading students do outside of school. Experimental evidence testing whether this relationship is causal is lacking. We report the results from a…

Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy…

This study evaluates the impacts and costs of the Reading Partners program, which uses community volunteers to provide one-on-one tutoring to struggling readers in under-resourced elementary schools. The evaluation uses an experimental design. Students were randomly assigned within 19 different Reading Partners sites to a program or control…

Describes a Camden (New Jersey) study that assessed the effects of student mobility and stability on achievement and examined interactions between the instructional program and student mobility. Results indicated direct instruction was as effective as traditional instruction that was aligned with a specific standardized test, and it produced…

Examines school performance across three grades on both individually administered reading tests and state-mandated standardized tests between students of a Success for All (SFA) program and controls. Results show more positive effects for SFA students, some decline in effects over time, and greater effects for minority than for nonminority…