WWC Quick Review: Professional Development and Reading Study Revised March 2009

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What is this study about?

This study examined the effect of a professional development program based on Language Essentials for Teachers of Reading and Spelling (LETRS) on the knowledge and practice of second-grade teachers and the reading achievement of their students.

The authors examined data on 270 teachers and more than 5,000 second graders from 90 elementary schools in four states during the 2005–06 school year.

Study schools were randomly assigned to one of three groups: one in which second-grade teachers received training based on the LETRS curriculum, another where they received the training as well as ongoing instructional coaching, and a third where the teachers received the standard professional development available in their district. Thirty schools were assigned to each research group.

The study measured effects by comparing the outcomes of teachers and students from each of the three groups of schools.

What did the study authors report?

Providing second-grade teachers training based on the LETRS curriculum (with or without the instructional coaches) increased their knowledge of reading instruction techniques and their use of explicit instruction. However, it did not increase the reading test scores of their students.

The authors estimated effect sizes on reading scores that ranged from 0.03 to 0.08. These estimates were not statistically significant.

WWC quick reviews are based on the evidence published in the report cited and rely on effect sizes and significance levels as reported by study authors. WWC does not confirm study authors’ findings or contact authors for additional information about the study. The WWC rating refers only to the results summarized above and not necessarily to all results presented in the study.