National Title I Study of Implementation and Outcomes: Early Childhood Language Development

Contractors: Mathematica Policy Research, Inc.; Decision Information Resources; University of Illinois-Chicago, Center for Literacy

Background/Research Questions

The National Assessment of Educational Progress (NAEP) found that 33 percent of fourth-grade students did not achieve a basic level of proficiency in reading in 2007. Differences between the reading skills of disadvantaged children and their more advantaged peers have been measured nationally as early as kindergarten entry in the Early Childhood Longitudinal Study. Recent efforts to improve reading instruction and achievement have centered on the use of scientifically based reading instruction. However, while IES evaluations of these types of interventions (Reading First, Early Reading First, Even Start Classroom Literacy Interventions and Outcomes Study, Preschool Curriculum Evaluation Research) found some positive effects on letter knowledge and/or decoding skills, the studies did not find consistent positive effects on children's language and comprehension skills. Closing the gap in language development and background knowledge is critical if children are to comprehend text, because the research literature indicates that these areas of development are linked (National Early Literacy Panel 2008). The study will address the following questions:

• How do language development, background knowledge, and comprehension develop across preschool through grade 3?
• What school-wide programs are being used in the sample of schools, and what classroom practices are observed to support children's language development, background knowledge, and reading comprehension?
• What school-wide programs, teacher practices, and instructional approaches are associated with greater student progress in language development, background knowledge, and comprehension?
• How does the quality of the home literacy environment interact with teaching practices in predicting children's progress in language development, and reading achievement?

Design:

The study will include 100 Title I schools to identify programs and practices associated with improved language development, background knowledge, and comprehension outcomes. Schools in the study will be evenly divided between those with high and those with low average reading achievement scores. The study will include up to five grade cohorts (preschool, kindergarten, first, second, and third grades) and classrooms and student samples will be selected for each. Data collection will include a battery of student assessments, classroom observations, parent interviews, teacher and administrator questionnaires, and student record reviews. Analyses will estimate the associations between instructional programs and practices and student outcomes to inform future rigorous evaluation of strategies to improve language and comprehension outcomes for disadvantaged children.

Cost/Duration: $13,001,340 over 5 years (September 2009–September 2014)

Current Status:

The contract was awarded in September 2009. The contractor is developing the data collection instruments.