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Direct linkStein, Marc L.; Berends, Mark; Fuchs, Douglas; McMaster, Kristen; Saenz, Laura; Yen, Loulee; Fuchs, Lynn S.; Compton, Donald L. – Educational Evaluation and Policy Analysis, 2008
Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers' fidelity of treatment implementation and their perceptions…
Descriptors: Early Reading, Reading Programs, Fidelity, Technical Assistance
Download full textGaret, Michael S.; Cronen, Stephanie; Eaton, Marian; Kurki, Anja; Ludwig, Meredith; Jones, Wehmah; Uekawa, Kazuaki; Falk, Audrey; Bloom, Howard S.; Doolittle, Fred; Zhu, Pei; Sztejnberg, Laura – National Center for Education Evaluation and Regional Assistance, 2008
To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction: (1) a content-focused teacher…
Descriptors: Early Reading, Reading Instruction, Professional Development, Intervention
Borman, Geoffrey D.; Dowling, N. Maritza; Schneck, Carrie – Educational Evaluation and Policy Analysis, 2008
In this article, the authors report achievement outcomes of a multisite cluster randomized field trial of Open Court Reading 2005 (OCR), a K-6 literacy curriculum published by SRA/McGraw-Hill. The participants are 49 first-grade through fifth-grade classrooms from predominantly minority and poor contexts across the nation. Blocking by grade level…
Descriptors: Reading Comprehension, Academic Achievement, Effect Size, Classrooms
