Skip Navigation

National Center for Education Evaluation and Regional Assistance


Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement

NCEE 2008-4030
September 2008

List of Tables


Table E-1 Characteristics of Study Schools and Average Urban or Urban Fringe U.S. Elementary Schools, 2005–2006
Table E-2 Number of Schools, Teachers, and Students in Spring 2006 Sample, Overall and by Group

List of Figures


Figure E-1 Effects of the PD Interventions on Teachers’ Total, Word-Level, and Meaning-Level Reading Knowledge Score, Implementation Year Spring Sample
Figure E-2 Effects of the PD Interventions on Teachers’ Use of Explicit Instruction, Independent Student Activity (ISA), and Differentiated Instruction (DI), Implementation Year Spring Sample
Figure E-3 Effects of the PD Interventions on Standardized Student Total Reading Test Scores, Implementation Year Spring Sample
Figure E-4 Impact of the PD on Teacher Knowledge Total Score, Word-Level Score, and Meaning-Level Score: Implementation vs. Follow-Up Year
Figure E-5 Impact of the PD on Explicit Instruction, Independent Student Activity, and Differentiated Instruction: Implementation vs. Follow-Up Year
Figure E-6 Impact of the PD on Standardized Student Total Reading Scores: Implementation vs. Follow-Up Year
Figure E-7 Impact of the PD on Student Dichotomous Outcome: Implementation vs. Follow-Up Year