Beginning Reading
July 16, 2007

Overview
Intervention Ratings for Beginning Reading
Average improvement indices for each domain
Tables and Figures
Methodology
References
Appendices
Beginning Reading
PDF: Topic Report (1.34 MB)
PDF: Technical Appendices (807 KB)

References

Studies that met WWC standards

Accelerated Reader/Reading Renaissance
Ross, S. M., Nunnery, J., & Goldfeder, E. (2004). A randomized experiment on the effects of Accelerated Reader/Reading Renaissance in an urban school district: Preliminary evaluation report. Memphis, TN: The University of Memphis, Center for Research in Educational Policy.

Additional source:
Nunnery J., Ross, S., & McDonald A. (2006). A randomized experimental evaluation of the impact of Accelerated Reader/Reading Renaissance implementation on reading achievement in grades 3 to 6. Journal of Education for Students Placed at Risk, 11 (1), 1–18.

Auditory Discrimination in Depth (ADD)®/Lindamood Phonemic Sequencing (LiPS)®
Torgesen, J., Wagner, R., Rashotte, C., & Herron, J. (2003). Summary of outcomes from first grade study with Read, Write and Type and Auditory Discrimination in Depth Instruction and software with at-risk children (FCRR Tech. Rep. No. 2). Retrieved from Florida Center for Reading Research Web site: http://www.fcrr.org/TechnicalReports/RWTfullrept.pdf

ClassWide Peer Tutoring (CWPT)
Greenwood, C. R., Terry, B., Utley, C. A., Montagna, D., & Walker, D. (1993). Achievement placement and services: Middle school benefits of ClassWide Peer Tutoring used at the elementary school. School Psychology Review, 22 (3), 497–516.

Additional sources:
Greenwood, C. R. (1991). Longitudinal Analysis of Time, Engagement and Achievement in At-Risk versus Non-Risk Students. Exceptional Children, 57 (6), 521–535.

Greenwood, C. R., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371–383.

DaisyQuest
Barker, T., & Torgesen, J. K. (1995). An evaluation of computer-assisted instruction in phonological awareness with below average readers. Journal of Educational Computing Research, 13 (1), 89–103.

Foster, K. C., Erickson, G. C., Foster, D. F., Brinkman, D., & Torgesen, J. K. (1994). Computer administered instruction in phonological awareness: Evaluation of the DaisyQuest program. Journal of Research and Development in Education, 27 (2), 126–137. (Experiment 1: Child-care Facility)

Mitchell, M. J., & Fox, B. J. (2001). The effects of computer software for developing phonological awareness in low-progress readers. Reading Research and Instruction, 40 (4), 315–332.

Direct Instruction/Corrective Reading
Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., et al. (2006). National assessment of Title I interim report—Volume II: Closing the reading gap: First year findings from a randomized trial of four reading interventions for striving readers. Retrieved from Institute of Education Sciences, U. S. Department of Education Web site: http://www.ed.gov/rschstat/eval/disadv/title1interimreport/index.html

Early Intervention in Reading®
Taylor, B. M., Frye, B. J., Short, R., & Shearer, B. (1991). Early Intervention in Reading: Preventing reading failure among low-achieving first grade students. Minneapolis: University of Minnesota, Center for Urban and Regional Affairs and Office of the Vice President of Academic Affairs.

Additional sources:
Taylor, B. M. (2001). The Early Intervention in Reading Program (EIR®): Research and development spanning twelve years (Tech. Rep.). Boston: Houghton Mifflin Company.

Taylor, B. M., Short, R., Frye, B., & Shearer, B. (1992). Classroom teachers prevent reading failure among low achieving first-grade students. The Reading Teacher, 45 (8), 592–597.

Earobics®
Cognitive Concepts (2003). Outcomes Report: Los Angeles Unified School District, California. Retrieved from http://www.earobics.com/results/la.php

Failure-Free Reading
Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., et al. (2006). National assessment of Title I interim report—Volume II: Closing the reading gap: First year findings from a randomized trial of four reading interventions for striving readers. Retrieved from Institute of Education Sciences, U. S. Department of Education Web site: http://www.ed.gov/rschstat/eval/disadv/title1interimreport/index.html

Fast ForWord®
Borman, G. D. & Benson, J. (2006). Can brain research and computers improve literacy? A randomized field trial of the Fast ForWord® Language computer-based training program (WCER Working Paper No. 2006-5). Madison, WI: University of Wisconsin-Madison, Wisconsin Center for Education Research.

Additional source:
Borman, G. D. & Benson, J. Can brain research and computers improve literacy? A randomized field trial of the Fast ForWord® Language computer-based training program. Unpublished report.

Scientific Learning Corporation. (2005a). Improved early reading skills by students in three districts who used Fast ForWord® to Reading 1. MAPS for Learning: Product Reports, 9 (1), 1–5.

Additional source:
Scientific Learning Corporation. (2005d). Improved early reading skills by students in the Springfield City School District who used Fast ForWord® to Reading 1. MAPS for Learning: Educator Reports, 9 (25), 1–5.

Scientific Learning Corporation. (2005b). Improved reading skills by students in the Lancaster County School District who used Fast ForWord® to Reading 2. MAPS for Learning: Educator Reports, 9 (8), 1–4.

Scientific Learning Corporation. (2005c). Improved Reading Skills by Students in Seminole County School District who used Fast ForWord® to Reading 1 and 2. MAPS for Learning: Educator Reports, 9 (17), 1–6.

Scientific Learning Corporation. (2006). Improved Reading Skills by Students who used Fast ForWord® to Reading Prep. MAPS for Learning: Product Reports, 10 (1), 1–6.

Fluency Formula
Sivin-Kachala, J., & Bialo, E. (2005). Fluency Formula second grade study, Long Island, New York 2003–2004: Evaluation research on the effectiveness of Fluency Formula. Retrieved from Scholastic Education Web site: http://teacher.scholastic.com/products/ fluencyformula/pdfs/FF_EffectivessReport.pdf

Additional source:
Sivin-Kachala, J., & Bialo, E. (2005). Fluency Formula second grade study, Long Island, New York 2003–2004: A summary of the effectiveness research for Fluency Formula. Retrieved from Scholastic Education Web site: http://teacher.scholastic.com/products/ fluencyformula/pdfs/FF_EffectivessReport.pdf

Kaplan SpellRead P. A. T. (Phonological Auditory Training)
Rashotte, C. A., MacPhee, K., & Torgesen, J. K. (2001). The effectiveness of a group reading instruction program with poor readers in multiple grades. Learning Disability Quarterly, 24 (2), 119–134.

Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., et al. (2006). National assessment of Title I interim report—Volume II: Closing the reading gap: First year findings from a randomized trial of four reading interventions for striving readers. Retrieved from Institute of Education Sciences, U. S. Department of Education Web site: http://www.ed.gov/rschstat/eval/disadv/title1interimreport/index.html

Little Books
Phillips, L. M., Norris, S. P., Mason, J. M., & Kerr, B. M. (1990). Effect of early literacy intervention on kindergarten achievement (Tech. Rep. No. 520). Champaign: University of Illinois at Urbana-Champaign, Center for the Study of Reading.

Read, Write & Type!™
Torgesen, J., Wagner, R., Rashotte, C., & Herron, J. (2003). Summary of outcomes from first grade study with Read, Write and Type and Auditory Discrimination in Depth Instruction and software with at-risk children (FCRR Tech. Rep. No. 2). Retrieved from Florida Center for Reading Research Web site: http://www.fcrr.org/TechnicalReports/RWTfullrept.pdf

Read Naturally
Hancock, C. M. (2002). Accelerating reading trajectories: The effects of dynamic research-based instruction. Dissertation Abstracts International, 63 (06), 2139A. (UMI No. 3055690)

Reading Recovery®
Baenen, N., Bernhole, A., Dulaney, C., & Banks, K. (1997). Reading Recovery: Long-term progress after three cohorts. Journal of Education for Students Placed at Risk, 2 (2), 161.

Additional sources:
Donley, J., Baenen, N., & Hundley, S. (1993, April). A study of the long-term effectiveness of the Reading Recovery program. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.

Wake County Public School System. (1995). Evaluation Report: WCPSS Reading Recovery 1990–94. E&R Report No. 95.09A. Winston-Salem, NC: Wake County Public School System.

Pinnell, G. S., DeFord, D. E., & Lyons, C. A. (1988). Reading Recovery: Early intervention for at-risk first graders (Educational Research Service Monograph). Arlington, VA: Educational Research Service.

Additional sources:
Pinnell, G. S. (1988, January). Success of at-risk children in a program that combines writing and reading (Technical Report No. 417). Urbana-Champaign, IL: University of Illinois, Center for the Study of Reading.

Pinnell, G. S. (1989a). Reading Recovery: Helping at-risk children learn to read. The Elementary School Journal, 90, 161–183.

Pinnell, G. S. (1989b). Success of at-risk children in a program that combines writing and reading. In J. M. Mason (Ed.), Reading and Writing Connections (pp. 237–259). Boston: Allyn & Bacon.

Pinnell, G. S., Short, K. G., Lyons, C. A., & Young, P. (1986). The Reading Recovery Project in Columbus, OH Year 1: 1985–1986. Columbus, OH: Ohio State University.

Pinnell, G. S., Lyons, C. A., DeFord, D. E., Bryk, A. S., & Seltzer, M. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29 (1), 8–39.

Schwartz, R. M. (2005). Literacy learning of at-risk first-grade students in the Reading Recovery early intervention. Journal of Educational Psychology, 97 (2), 257–267.

Start Making a Reader Today® (SMART®)
Baker, S., Gersten, R., & Keating, T. (2000). When less may be more: A two-year longitudinal evaluation of a volunteer tutoring program requiring minimal training. Reading Research Quarterly, 35 (4), 494–519.

Stepping Stones to Literacy (SSL)
Nelson, J. R., Benner, G. J., & Gonzalez, J. (2005). An investigation of the effects of a prereading intervention on the early literacy skills of children at risk of emotional disturbance and reading problems. Journal of Emotional and Behavioral Disorders, 13 (1), 3–12.

Additional source:
Nelson, J. R., Cooper, P., & Gonzales, J. (2003). Stepping Stones to Literacy: What Works Clearinghouse submission. (Available from the Center for At-Risk Children’s Services, 202 Barkley Center, Lincoln, NE 68583-0732)

Nelson, J. R., Stage, S. A., Epstein, M. H., & Pierce, C. D. (2005). Effects of a prereading intervention on the literacy and social skills of children. Exceptional Children, 72 (1), 29–45.

Success for All
Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., Madden, N., & Chambers, B. (2006). Final reading outcomes of the national randomized field trial of Success for All. Retrieved from Success for All Web site: http://www.successforall.net/_images/pdfs/Third_Year_Results_06.doc

Additional sources:
Borman, G. D., Slavin, R. E., Cheung, A. C. K., Chamberlain, A. M., Madden, N. A., & Chambers, B. (2005, Winter). The national randomized field trial of Success for All: Second-year outcomes. American Educational Research Journal, 42 (4), 673–696.

Borman, G. D., Slavin, R. E., Cheung, A., Chamberlain, A., & Madden, N. (2004). Success for All: Preliminary first-year results from the national randomized field trial. Baltimore, MD: Success for All Foundation.

Chambers, B., Slavin, R. E., Madden, N. A., Cheung, A., & Gifford, R. (2004). Effects of Success for All with embedded video on the beginning reading achievement of Hispanic children. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.

Slavin, R. E., Madden, N. A., Cheung, A., Chamberlain, A., Chambers, B., & Borman, G. (2005). A randomized evaluation of Success for All: Second-year outcomes. Baltimore, MD: Success for All Foundation.

Wilson Reading System®
Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., et al. (2006). National assessment of Title I interim report—Volume II: Closing the reading gap: First year findings from a randomized trial of four reading interventions for striving readers. Retrieved from Institute of Education Sciences, U. S. Department of Education Web site: http://www.ed.gov/rschstat/eval/disadv/title1interimreport/index.html

Studies that met WWC standards with reservations

Cooperative Integrated Reading and Composition (CIRC®)
Bramlett, R. K. (1994). Implementing Cooperative Learning: A field study evaluating issues for school-based consultants. Journal of School Psychology, 32 (1), 67–84.

Skeans, S. E. S. (1991). The effects of Cooperative Integrated Reading and Composition: Fidelity of implementation, and teacher concerns on student achievement. Dissertation Abstracts International. 53 (02), 0455A. (UMI No. 9217026).

Earobics®
Valliath, S. (2002). An evaluation of a computer-based phonological awareness training program: Effects on phonological awareness, reading and spelling. Dissertation Abstracts International, 63 (04), 1291A. (UMI No. 3050601)

Fast ForWord®
Overbay, A. & Baenen, N. (2003). Fast ForWord® evaluation, 2002–03 (Eye on Evaluation, E&R Report No. 03.24). Raleigh, NC: Wake County Public School System.

Ladders to Literacy
O’Connor, R. E. (1999). Teachers Learning Ladders to Literacy. Learning Disabilities Research & Practice, 14 (4), 203–214. (Study A: Intensive Professional Development)

O’Connor, R. E. (1999). Teachers Learning Ladders to Literacy. Learning Disabilities Research & Practice, 14 (4), 203–214. (Study B: Traditional Professional Development)

O’Connor, R., Notari-Syverson, A., & Vadasy, P. F. (1996). The effect of kindergarten phonological intervention on the first grade reading and writing of children with mild disabilities. Paper presented at the meeting of the American Educational Research Association, New York, NY. (ERIC Document Reproduction Service No. ED394129)

Additional sources:
O’Connor, R., Notari-Syverson, A., & Vadasy, P F. (1998). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63 (1), 117–130.

O’Connor, R. E., & Notari-Syverson, A. (1995, April). Ladders to Literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED385378)

Fuchs, G., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N. J., Braun, M., and O’Conner, R. E. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology 93 (2), 251–267.

Peer-Assisted Learning Strategies (PALS)
Fuchs, L. S., Fuchs, D., Kazdan, S., & Allen, S. (1999). Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving. The Elementary School Journal, 99 (3), 201–219.

Mathes, P. G., & Babyak, A. E. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional mini-skills lessons. Learning Disabilities Research & Practice, 16 (1), 28–44.

Mathes, P. G., Howard, J. K., Allen, S. H., & Fuchs, D. (1998). Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Reading Research Quarterly, 33 (1), 62–94.

Mathes, P. G., Torgesen, J. K., Clancy-Menchetti, J., Santi, K., Nicholas, K., Robinson, C., et al. (2003). A comparison of teacher-directed versus peer-assisted instruction to struggling first-grade readers. The Elementary School Journal, 103 (5), 459–479.

Read Naturally
Mesa, C. L. (2004). Effect of Read Naturally software on reading fluency and comprehension. Unpublished master’s thesis, Piedmont College, Demorest, GA.

Additional source:
Read Naturally. (n. d.). Case 3: First graders, South Forsyth County, Ga. Retrieved April 25, 2007, from http://www.readnaturally.com/why/case3.htm

Reading Recovery®
Iverson, S., & Tunmer, W. E. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85 (1), 112–126.

Additional source:
Tunmer, W. E., & Hoover, W. A. (1993). Phonological recoding skills in beginning reading. Reading and Writing: An Interdisciplinary Journal, 5, 161–179.

Success for All
Dianda, M., & Flaherty, J. (1995, April). Effects of Success for All on the reading achievement of first graders in California bilingual programs. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

Additional sources:
Livingston, M., & Flaherty, J. (1997). Effects of Success for All on reading achievement in California schools. San Francisco: CA: WestEd.

Slavin, R. E., & Madden, N. A. (1999). Effects of bilingual and English as a second language adaptations of Success for All on the reading achievement of students acquiring English. Journal of Education for Students Placed at Risk, 4 (4), 393–416. (Study: California)

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: California)

Ross, S. M., Alberg, M., & McNelis, M. (1997). Evaluation of elementary school school-wide programs: Clover Park School District, year 1: 1996–97. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Additional source:
Ross, S. M., Alberg, M., McNelis, M., & Smith, L. J. (1998). Evaluation of elementary school-wide programs: Clover Park School District year 2: 1997–98. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., & Casey, J. (1998). Longitudinal study of student literacy achievement in different Title I school-wide programs in Fort Wayne Community Schools year 2: First grade results. Memphis, TN: The University of Memphis, Center for Research in Education Policy.

Additional sources:
Casey, J., Smith, L. J., & Ross, S. M. (1994). 1993–1994 Fort Wayne, Indiana SFA Results. Memphis, TN: Center for Research in Educational Policy.

Ross, S. M., Smith, L. J., & Casey, J. (1995). Final Report: 1994-95 Success for All Program in Fort Wayne, Indiana. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Smith, L. J., Casey, J., & Johnson, B. (1993). Final Report: 1992–93 Success for All Program in Ft. Wayne, Indiana. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., Smith, L. J., Casey, J., Johnson, B., & Bond, C. (1994, April). Using Success for All to restructure elementary schools: A tale of four cities. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Ft. Wayne, IN)

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Ft. Wayne, IN)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Ft. Wayne, IN)

Smith, L. J., Ross, S. M., & Casey, J. (1996). Multi-site comparison of the effects of Success for All on reading achievement. Journal of Literacy Research, 28 (3), 329–353. (Study: Ft. Wayne, IN)

Smith, L. J., Ross, S. M., Faulks, A., Casey, J., Shapiro, M., & Johnson, B. (1993). Final report: 1991–92 Success for All Program in Ft. Wayne, Indiana. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Ross, S. M., McNelis, M., Lewis, T., & Loomis, S. (1998). Evaluation of Success for All programs: Little Rock School District year 1: 1997–1998. Memphis, TN: The University of Memphis, Center for Research in Education Policy.

Additional sources:
Wang, L. W., & Ross, S. M. (1999). Evaluation of Success for All program: Little Rock School District year 2: 1998–1999. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Wang, L. W., & Ross, S. M. (1998). Evaluation of Success for All programs: Little Rock School District year 1: 1997–1998. Memphis, TN: University of Memphis, Center for Research in Educational Policy.

Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L., and Wasik, B. A. (1990). Success for All: Second year report. Baltimore, MD: Baltimore Public Education Institute and Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University.

Additional sources:
Borman, G. D., & Hewes, G. M. (2002). The long-term effects and cost effectiveness of Success for All. Educational Evaluation and Policy Analysis, 24 (4), 243–266.

Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30 (1), 123–148.

Madden, N. A., Slavin, R. E., Karweit, N., Dolan, L., & Wasik, B. A. (1991). Success for All: Multi-year effects of a schoolwide elementary restructuring program. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1993). Success for All in the Baltimore City Public Schools: Year 6 report. Baltimore, MD: Johns Hopkins University, Center for Research in Effective Schooling for Disadvantaged Students.

Slavin, R. E., Madden, N. A., Dolan, L. J., & Wasik, B. A. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1 (1), 41–76. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994). ‘Whenever and wherever we choose’: The replication of ‘Success for All’. Phi Delta Kappan, 75 (8), 639–647. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Dolan, L., Wasik, B. A., Ross, S. M., & Smith, L. J. (1994, April). Success for All: Longitudinal effects of systemic school-by-school reform in seven districts. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (Study: Baltimore, MD)

Slavin, R. E., Madden, N. A., Karweit, N., Dolan, L., & Wasik, B. A. (1993). Success for All in the Baltimore City Public Schools: Year 5 report. Baltimore, MD: Johns Hopkins University, Center for Research on Effective Schooling for Disadvantaged Students.

Smith, L. J., Ross, S. M., Faulks, A., Casey, J., Shapiro, M., & Johnson, B. (1993). 1991–1992 Ft. Wayne, Indiana SFA results. Memphis, TN: The University of Memphis, Center for Research in Education Policy.

Voyager Universal Literacy System
Frechtling, J. A., Zhang, X., Silverstein, G. (2006). The Voyager Universal Literacy System: Results from a study of kindergarten students in inner-city schools. Journal of Education for Students Placed At-Risk, 11 (1), 75–95.

Additional sources:
Frechtling, J., Silverstein, G., & Zhang, X. (2003). Evaluation of the Voyager Universal Literacy System. Retrieved from Voyager Expanded Learning Web site: http://www.voyagerlearning.com/docs/ difference/report_studies/Westat.pdf

Frechtling, J., Zhang, X., & Wang, L. W. (2004). Evaluation of the Voyager Universal Literacy System: Year 2. Retrieved from Voyager Expanded Learning Web site: http://www.voyagerlearning.com/docs/ difference/report_studies/WESTAT_Voyager_2004_3.pdf

Hecht, S. A. (2003). A study between Voyager and control schools in Orange County, Florida 2002–2003. Retrieved from Voyager Expanded Learning Web site: http://www.voyagerlearning.com/docs/ difference/report_studies/ocps_2002_03.pdf

Hecht, S. A., & Torgesen, J. K. (2002). Within school treatment and control study: Voyager Universal Literacy System: Orange County, Florida 2001–2002. Retrieved from Voyager Expanded Learning Web site: http://www.voyagerlearning.com/ResearchStudyDocuments/ OrangeCounty_FL_Treatment_Control_Study_2001-2002.pdf

Waterford Early Reading Program™
Hecht, S. A., & Close, L. (2002). Emergent literary skills and training time uniquely predict variability in responses to phonemic awareness training in disadvantaged kindergartners. Journal of Experimental Child Psychology, 82 (2), 93–115.

Additional source:
Hecht, S. A. (2000). Study: Waterford Early Reading program in Ohio. Research Compendium: The Waterford Early Reading Program. (Available from Waterford Institute, Inc., 55 West 900 South, Salt Lake City, UT 84101).

Studies that did not meet evidence screens

100 Book Challenge
Akron Public Schools. (2000). 100 Book Challenge results: Essex Elementary School. Akron, OH: Author. Does not use a strong causal design: this study does not use a comparison group.

Akron Public Schools. (2004). 100 Book Challenge results: Lincoln Elementary School. Akron, OH: Author. Does not use a strong causal design: this study does not use a comparison group.

Binghamton City School District. (2001). 100 Book Challenge results: Roosevelt Elementary School. Binghamton, NY: Author. Does not use a strong causal design: this study does not use a comparison group.

Bristol Township School District (2001). 100 Book Challenge results: Abraham Lincoln. Levittown, PA: Author. Does not use a strong causal design: this study does not use a comparison group.

Bristol Township School District (2003). Report to parents: Abraham Lincoln Elementary School. Levittown, PA: Author. Does not use a strong causal design: this study does not use a comparison group.

D’Apuzzo, B. (2003). Stafford Township School District. Manahawkin, NJ. Does not use a strong causal design: this study does not use a comparison group.

DuCette, J. (1999). An evaluation of the ‘100 Book Challenge Program’. Philadelphia, PA: Temple University. Does not use a strong causal design: this study, which uses a quasi-experimental design, does not use equating measures to ensure that the comparison group is equivalent to the treatment group.

DuCette, J. (2001). An evaluation of the 100 Book Challenge program in the schools funded by the William Penn Foundation. Philadelphia, PA: Temple University, Department of Educational Psychology. Does not use a strong causal design: this study, which uses a quasi-experimental design, does not use equating measures to ensure that the comparison group is equivalent to the treatment group.

Harrisburg City School District (2001). 100 Book Challenge results: Woodward Elementary School. Harrisburg, PA: Author. Does not use a strong causal design: this study does not use a comparison group.

Philadelphia School District. (1997). 100 Book Challenge results: Two Philadelphia elementary schools. Philadelphia, PA: Author. Does not use a strong causal design: this study does not use a comparison group.

Philadelphia School District. (2003). Penrose Elementary. Philadelphia, PA: Author. Does not use a strong causal design: this study does not use a comparison group.

Underwood, G. (2000). Closing the gap: An answer to enhancing classroom access to a large quantity of appropriate books. SC: Hilton Head Elementary School. Does not use a strong causal design: this study does not use a comparison group.

Accelerated Reader/Reading Renaissance
DiLuzio, M. (1999). California students achieve 28 percent higher Stanford reading scores after only one semester of Accelerated Reader implementation. Madison, WI: Renaissance Learning, Inc. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Facemire, N. E. (2000). The effect of the Accelerated Reader on the reading comprehension of third graders. Unpublished master’s thesis, Salem-Teikyo University, Salem, WV. (ERIC Document Reproduction Service No. ED442097) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Friesen, C. (2001). Improving reading in grade three students. Unpublished master’s thesis, San Diego State University, San Diego, CA. Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Ganter, J. (2000). Capture the power of reading. Illinois Libraries, 82 (3), 176–180. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Goodman, G. (1999). The Reading Renaissance/Accelerated Reader Program. Pinal county school-to-work evaluation report. Tucson, AZ: Creative Research, Inc. (ERIC Document Reproduction Service No. ED427299) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Hagerman, T. E. (2003). A quasi-experimental study on the effects of Accelerated Reader at middle school. Dissertation Abstracts International, 64 (06), 2027A. (UMI No. 3095250) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Holman, G. G. (1998). Correlational study to determine the effects of the Accelerated Reader Program on the reading comprehension of fourth and fifth-grade students in Early County, Georgia (Fourth-Grade, Blakely, Reading Practice). Dissertation Abstracts International, 59 (03), 0771A. (UMI No. 9826801) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Holmes, C. T., & Brown C. L. (2002). A controlled evaluation of a total school improvement process, School Renaissance. Athens: University of Georgia. (ERIC Document Reproduction Service No. ED474261) Does not use a strong causal design: in this study, which uses a quasi-experimental design, the comparison group schools also uses the intervention, which does not provide a direct test of the intervention.

Johnson, R. A. (2003). The effects of the Accelerated Reader program on the reading comprehension of pupils in grades three, four, and five. The Reading Matrix, 3 (3), 87–96. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Kambarian, V. N., Jr. (2001). The role of reading instruction and the effect of a reading management system on at-risk students. Doctoral digest, Saint Louis University. (ERIC Document Reproduction Service No. ED461835) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Knox, M. L. (1996). An experimental study of the effects of ‘the Accelerated Reader Program’ and a teacher directed program on reading comprehension and vocabulary of fourth and fifth grade students. Dissertation Abstracts International, 57 (10), 4208A. (UMI No. 9710798) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Kohel, P. R. (2003). Using Accelerated Reader: Its impact on the reading levels and Delaware state testing scores of 10th grade students in Delaware’s Milford High School. Dissertation Abstracts International, 63 (10), 3507A. (UMI No. 3067785) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Lawson, S. (2000). Accelerated Reader boosts student achievement. California School Library Association Journal, 23 (2), 11–12. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Mallette, M. H., Henk, W. A., & Melnick, S. A. (2004). The influence of Accelerated Reader on the affective learning orientations of intermediate grade students. Journal of Literacy Research, 36 (1), 72–75. The outcome measures are not relevant to this review: the parameters for this WWC review specify student achievement outcomes but this study does not focus on achievement.

McDurmon, A. (2001). The effects of guided and repeated reading on English Language Learners. Unpublished master’s thesis, Berry College, Mount Berry, GA. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Melton, C. M., Smothers, B. C., & Anderson, E. (2004). A study of the effects of the Accelerated Reader program on fifth grade students’ reading achievement growth. Reading Improvement, 41 (1), 18–23. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Nunnery, J. A., Ross, S. M., & Goldfeder, E. (2003). The effect of School Renaissance on TAAS scores in the McKinney ISD. Retrieved from University of Memphis, Center for Research in Educational Policy Web site: http://crep. memphis.edu/web/research/pub/ McKinney_Renaissance_CR_09-09-03.pdf Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Paul, T. D. (2003). Guided independent reading: An examination of the reading practice database and the scientific research supporting guided independent reading as implemented in Reading Renaissance. Retrieved from Renaissance Learning Web site: http://research.renlearn.com/research/pdfs/165.pdf Does not use a strong causal design: this study does not use a comparison group.

Peak, J., & Dewalt, M. W. (1994). Reading achievement: Effects of computerized reading management and enrichment. ERS Spectrum, 12 (1), 31–34. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Putman, S. M. (2004). Effects of Accelerated Reader on reading motivation and achievement of fourth-grade students. Dissertation Abstracts International, 65 (02), 415A. (UMI No. 3123939) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Renaissance Learning. (2002). Results from a three-year statewide implementation of Reading Renaissance in Idaho: Including a review of the first two years of Reading Renaissance implementation. Retrieved from http://research.renlearn.com/research/pdfs/106.pdf Does not use a strong causal design: this study does not use a comparison group.

Ross, S. M., & Nunnery, J. A. (2005). The effect of School Renaissance on student achievement in two Mississippi school districts. Memphis, TN: University of Memphis, Center for Research in Educational Policy. Incomparable groups: this study is a quasi-experimental design that uses achievement pretests but it does not establish that the comparison group is comparable to the treatment group prior to the start of the intervention.

Additional source:
Ross, S., Nunnery, J., Avis, A., & Borek, T. (2005). The effects of School Renaissance on student achievement in two Mississippi school districts: A longitudinal quasi-experimental study. Retrieved from University of Memphis, Center for Research in Educational Policy Web site: http://crep.memphis.edu/web/research/pub/ School%20Ren%20Year2%20FINAL%207-25-05.pdf

Sadusky, L. A., & Brem, S. K. (2002). The integration of Renaissance programs into an urban Title I elementary school, and its effect on school-wide improvement. Madison, WI: Renaissance Learning, Inc. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Samuels, S. J., & Wu, Y. C. (2003). The effects of immediate feedback on reading achievement. Minneapolis: University of Minnesota, Department of Educational Psychology. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Samuels, S. J., Lewis, M., Wu, Y. C., Reininger, J., & Murphy, A. (2004). Accelerated Reader vs. non-Accelerated Reader: How students using the Accelerated Reader outperformed the control condition in a tightly controlled experimental study. Minneapolis: University of Minnesota. Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

School Renaissance Institute. (2000). South Bay Union School District, Imperial Beach California: Informational report on Accelerated Reader. Retrieved from http://research.renlearn.com/research/pdfs/73.pdf Does not use a strong causal design: this study does not use a comparison group.

School Renaissance Institute. (2001). Early literacy survey: How Renaissance supports Reading Excellence Act (REA) goals. Madison, WI. (ERIC Document Reproduction Service No. ED454496) The outcome measures are not relevant to this review: the parameters for this WWC review specify student outcome measures but this study does not focus on students.

Scott, L. S. (1999). The Accelerated Reader program, reading achievement, and attitudes of students with learning disabilities. Atlanta: Georgia State University. (ERIC Document Reproduction Service No. ED434431) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Steele, C. T. (2003). The effectiveness of the Accelerated Reader program on the reading level of second-grade students as measured by the student test for assessment of reading. Dissertation Abstracts International, 64 (03), 845A. (UMI No. 3080207) Does not use a strong causal design: this study does not use a comparison group.

Topping, K. J., & Paul, T. (1999). Computer-assisted assessment of practice at reading: A large scale survey using Accelerated Reader data. Reading & Writing Quarterly, 15 (3), 213–231. Does not use a strong causal design: this study does not use a comparison group.

Topping, K. J., & Sanders, W. L. (2000). Teacher effectiveness and computer assessment of reading: Relating value added and learning information system data. School Effectiveness and School Improvement, 11 (3), 305–337. Does not use a strong causal design: this study does not use a comparison group.

Additional source:
Renaissance Learning. (2000). Accelerated Reader and Reading Renaissance lead to increased teacher effectiveness. Retrieved from Renaissance Learning Web site: http://research.renlearn.com/research/pdfs/19.pdf

Vollands, S. R., Topping, K. J., & Evans, R. M. (1999). Computerized self-assessment of reading comprehension with the Accelerated Reader: Action research. Reading and Writing Quarterly, 15, 197–211. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Walberg, H. J. (2001). Final evaluation of the reading initiative. Retrieved from Waterford Institute Web site: http://www.waterford.org/corporate_pages/IdahoStudy.pdf Does not use a strong causal design: this study does not use a comparison group.

Watts, B. D. (2004). Accelerated Reader: Its motivational effects on advanced adolescent readers. Masters Abstracts International, 43 (02), 386. (UMI No. 1423331) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Alpha-Time
Froniabarger, E. W. (1983). A comparison of the Crossties, Alpha-Time, Sullivan, and Bookmark reading readiness programs in kindergarten. Dissertation Abstracts International, 44 (08), 2349A. (UMI No. 8325590) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

AlphabiTunes
Cameron, I. J. (2002). Evaluation of the AlphabiTunes computer program for teaching beginning literacy. Victoria, BC: University of Victoria. Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

America’s Choice
New American Schools. (1997). Working towards excellence: Examining the effectiveness of New American Schools designs. Arlington, VA: Author. Does not use a strong causal design: this study does not use a comparison group.

Athen’s Tutorial Program
Powell, J. V., Wisenbaker, J., Connor, R. (1987). Effects of intergenerational tutoring and related variables on reading and mathematics achievement of low socioeconomic children. Journal of Experimental Education, 55 (4), 206–211. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Auditory Discrimination in Depth (ADD)® /Lindamood Phonemic Sequencing (LiPS)®
Adair, J., Nadeau, S., Conway, T., Gonzalez-Rothi, L., Heilman, P., Green, I., et al. (2000). Alterations in the functional anatomy of reading induced by rehabilitation of an alexic patient. Neuropsychiatry, Neuropsychology and Behavioral Neurology, 13 (4), 303–311. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Alexander, A., Anderson, H., Heilman, P., Voeller, K., & Torgesen, J. (1991). Phonological awareness training and the remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia, 41, 193–206. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Conway, T., Heilman, P., Gonzalez-Rothi, L., Alexander, A., Adair, J., Crosson, B., & Heilman, K. (1998). Treatment of a case of phonological alexia with agraphia using the Auditory Discrimination in Depth (ADD) program. Journal of the International Neuropsychological Society, 4, 608–620. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Howard, M. P. (1986). Effects of pre-reading training in auditory conceptualization on subsequent reading achievement. Dissertation Abstracts International, 47 (03), 847A. (UMI No. 8612677) (Study: Arco, Indiana first-grade longitudinal) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Howard, M. P. (1986). Effects of pre-reading training in auditory conceptualization on subsequent reading achievement. Dissertation Abstracts International, 47 (03), 847A. (UMI No. 8612677) (Study: Arco, Indiana kindergarten) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Howard, M. P. (1986). Effects of pre-reading training in auditory conceptualization on subsequent reading achievement. Dissertation Abstracts International, 47 (03), 847A. (UMI No. 8612677) (Study: Arco, Indiana and Santa Maria, California) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Kennedy, K., & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities Research and Practice, 8 (4), 253–259. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Lindamood-Bell Learning Processes. (2003). Lindamood-Bell Learning Processes: Beginning reading submissions. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Intervention in kindergarten through 2nd grade) Complete data are not reported: the WWC cannot evaluate the design or data because complete study details are not reported.

Lindamood-Bell Learning Processes. (2003). Lindamood-Bell Learning Processes: Beginning reading submissions. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Kindergarten results from school project in Oregon) Does not use a strong causal design: this study does not use a comparison group.

Lindamood-Bell Learning Processes. (2003). Lindamood-Bell Learning Processes: Beginning reading submissions. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Kindergarten through 3rd grade results from learning centers across the United States) Does not use a strong causal design: this study does not use a comparison group.

Lindamood-Bell Learning Processes. (2003). Lindamood-Bell Learning Processes: Beginning reading submissions. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Kindergarten through 3rd grade results from school project in Colorado) Does not use a strong causal design: this study does not use a comparison group.

Lindamood-Bell Learning Processes. (2004). Lindamood-Bell Learning Processes: Interventions for beginning reading evidence report–Report 1, Book I of II. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: K–3 Lindamood Bell focus students 2002 summary) Complete data are not reported: the WWC cannot evaluate the design or data because complete study details are not reported.

Lindamood-Bell Learning Processes. (2004). Lindamood-Bell Learning Processes: Interventions for beginning reading evidence report–Report 1, Book I of II. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Kindergarten students in Oregon 2001–02) Complete data are not reported: the WWC cannot evaluate the design or data because complete study details are not reported.

Lindamood-Bell Learning Processes. (2004). Lindamood-Bell Learning Processes: Interventions for beginning reading evidence report–Report 1, Book I of II. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Pueblo, Colorado 2001–02 summary) Complete data are not reported: the WWC cannot evaluate the design or data because complete study details are not reported.

Lindamood-Bell Learning Processes. (2004). Lindamood-Bell Learning Processes: Interventions for beginning reading evidence report–Report 1, Book I of II. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Second grade students in Idaho) Complete data are not reported: the WWC cannot evaluate the design or data because complete study details are not reported.

McGuinness, C., McGuinness, D., & Donohue, J. (1995). Phonological training and the alphabet principle: Evidence for reciprocal causality. Reading Research Quarterly, 30 (4), 830–852. Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Olson, R. K., Wise, B. W., Ring, J., & Johnson, M. (1997). Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the posttraining development of word recognition. Scientific Studies of Reading, 1 (3), 235–253. The sample is not appropriate to this review: this study does not disaggregate data for students in other grades from students in grades K–3, the focus of this WWC review.

Pokorni, J. L., Worthington, C. K., & Jamison, P. J. (2004). Phonological awareness intervention: Comparison of Fast ForWord, Earobics, and LiPS. The Journal of Educational Research, 97 (3), 147–157. The sample is not appropriate to this review: this study does not disaggregate data for students in other grades from students in grades K–3, the focus of this WWC review.

Sadoski, M., & Willson, V. L. (2006). Effects of a theoretically based large-scale reading intervention in a multicultural urban school district. American Educational Research Journal, 43 (1), 137–154. Does not use a strong causal design: this study, which uses a quasi-experimental design, has a confounding factor. The ADD/LiPS intervention is combined with other interventions, making it difficult to attribute study outcomes to ADD/LiPS.

Simos, P., Fletcher, J., Bergman, E., Breier, J., Foorman, B., Castillo, E., et al. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203–1212. The outcome measures are not relevant to this review: this study does not focus on one of the domains specified for this WWC review.

Torgesen, J. K., Alexander, P. A., Wagner, R. K., Rashotte, C. A., Voeller, K. K. S., Conway, T., & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34 (1), 33–58. The sample is not appropriate to this review: this study does not disaggregate data for students in other grades from students in grades K–3, the focus of this WWC review.

Additional source:
Lindamood-Bell Learning Processes. (2004). Lindamood-Bell Learning Processes: Interventions for beginning reading evidence report–Report 1, Book I of II. (Available from the Lindamood-Bell Learning Processes, 416 Higuera Street, San Luis Obispo, CA 93401) (Study: Longitudinal Florida study summary)

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91 (4), 579–593. Does not use a strong causal design: this study, which uses a randomized control trial design, had a confounding factor. The ADD/LiPS intervention was combined with other interventions, making it difficult to attribute study outcomes to ADD/LiPS.

Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60–80. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Wise, B. W., Ring, J., & Olson, R. K. (2000). Individual differences in gains from computer-assisted remedial reading. Journal of Experimental Child Psychology, 77 (3), 197–235. Does not use a strong causal design: this study, which uses a quasi-experimental design, has a confounding factor. The ADD/LiPS intervention is combined with other interventions, making it difficult to attribute study outcomes to ADD/LiPS.

Balanced Early Literacy Initiative
Sterbinsky, A., Ross, S. M., & Redfield, D. (2002). The effects of implementing comprehensive school reform models in 12 elementary schools: Year 3 study results. Charleston, SC: Appalachia Educational Laboratory. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Additional source:
Sterbinsky, A., Ross, S., & Redfield, D. (2003, April). Comprehensive school reform: A multi-site replicated experiment. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. The sample is not appropriate to this review: The parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Barton Reading & Spelling System
Research evidence of the effectiveness of the Barton Reading & Spelling system. (n. d.). Retrieved from Barton Reading Web site: http://www.bartonreading.com/pdf/Barton%20Research.pdf Does not use a strong causal design: this study does not use a comparison group.

Benchmark Word Recognition Program
Roberts, E. (1996). The relationship between reading by analogy and independent word recognition. Dissertation Abstracts International, 57 (11), 4689A. (UMI No. 9713226) Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Book Buddies
Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. C. (1997). At-risk readers and community volunteers: A 3-year perspective. Scientific Studies of Reading, 1 (3), 277–300. Does not use a causal design: this study does not use a comparison group.

Bookmark
Froniabarger, E. W. (1983). A comparison of the Crossties, Alpha-Time, Sullivan, and Bookmark reading readiness programs in kindergarten. Dissertation Abstracts International, 44 (08), 2349A. (UMI No. 8325590) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Bradley Reading and Language Arts
Tupper, A. T. (2000). A comparison of two systematic decoding programs for developing reading skills in beginning readers. Dissertation Abstracts International, 61 (11), 4326A. (UMI No. 9995925) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis could not separate the effects of the intervention from other factors.

Breakthrough to Literacy
Bompadre, C. E. (2002). The effectiveness of systematic reading programs on the achievement of students in grades K–2. Dissertation Abstracts International, 63 (03), 890A. (UMI No. 3045848) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Breakthrough to Literacy. (2002). The new three Rs: Research, reading and results. Retrieved from http://www.breakthroughtoliteracy.com/pdf/3Rs_2.pdf Does not use a strong causal design: this study does not use a comparison group.

Breakthrough to Literacy (2003). Results with Breakthrough to Literacy. New York, NY: McGraw Hill. Does not use a strong causal design: this study does not use a comparison group.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Bowling Green City Schools 1999–2000) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. Retrieved from http://www.breakthroughtoliteracy.com/index.html? SID&page=df_lr_studies_mcneill_1 (Bowling Green City Schools 2001–2002) Does not use a strong causal design: A historical cohort was used as the comparison group. WWC conventions allow for historical control cohorts in studies that have a broad unit of analysis (school or higher). This study analyzes at the student level and therefore does not fulfill the WWC requirement.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (De Zavala Elementary School Fort Worth Independent School District 1998–99) Does not use a strong causal design: this study does not use a comparison group.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (De Zavala Elementary School Fort Worth Independent School District 1999–00) Does not use a strong causal design: this study does not use a comparison group.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Fort Worth Independent School District 1999–2000) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Fulton County Schools) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Glynn County Schools) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Hawaii Department of Education) Does not use a strong causal design. A historical cohort was used as the comparison group. WWC conventions allow for historical control cohorts in studies that have a broad unit of analysis (school or higher). This study analyzes at the student level and therefore does not fulfill the WWC requirement.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (I. M. Terrell Elementary School Fort Worth Independent School District) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Jersey City Public Schools) Does not use a strong causal design: this study does not use a comparison group.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Lebanon Community School Corporation) Does not use a strong causal design: there is only one intervention and one comparison unit, so the analysis cannot separate the effects of the intervention from other factors.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Leon County School District) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Massillon City School District) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Muscatine Community School District) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (New Haven Public Schools) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Norfolk Public Schools) Does not use a strong causal design: A historical cohort was used as the comparison group. WWC conventions allow for historical control cohorts in studies that have a broad unit of analysis (school or higher). This study analyzes at the student level and therefore does not fulfill the WWC requirement.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (San Ysidro School District) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (School District of Palm Beach County) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Union County Public Schools 2001–2002) Does not use a strong causal design: A historical cohort was used as the comparison group. WWC conventions allow for historical control cohorts in studies that have a broad unit of analysis (school or higher). This study analyzes at the student level and therefore does not fulfill the WWC requirement.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Union County Public Schools 2000–2001) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Breakthrough to Literacy. (2003). Submission to the What Works Clearinghouse, topic 1: Interventions for students with beginning reading difficulties. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) (Union County Public Schools 2001–2002) Does not use a strong causal design. A historical cohort was used as the comparison group. WWC conventions allow for historical control cohorts in studies that have a broad unit of analysis (school or higher). This study analyzes at the student level and therefore does not fulfill the WWC requirement.

Delacruz, S. J. (2003). The impact of a first year, first grade balanced literacy approach on reading and language achievement. Unpublished doctoral dissertation, Loyola University, Chicago, IL. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) Does not use a causal design: there was only one intervention unit, so the analysis could not separate the effects of the intervention from other factors.

Grimes School. (1998, January). Computer assisted reading for children at-risk. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Hughey, J. H., & Olivarez, R. D. (1998, January). Final report of the 1997–98 Breakthrough to Literacy computer instructional program. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Jones, K., & Weinhold, C. (2000, January). What effect does the incorporation of breakthrough to literacy into the language arts have on the early literacy development of Grove kindergartners? (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) Does not use a strong causal design: this study does not use a comparison group.

MESSA. (1998). Breakthrough to literacy program evaluation 1997–98. (Available from Breakthrough to Literacy, 2662 Crosspark Road, Coralville, IA 52241) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Bridge
Biemiller, A., & Siegel, L. S. (1997). A longitudinal study of the effects of the Bridge reading program for children at risk for reading failure. Learning Disability Quarterly, 20 (2), 83–92. Does not use a strong causal design: this study is a quasi‑experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

California Early Literacy Learning (CELL)
Swartz, S. L. (1999, December). California Early Literacy Learning and Reading Recovery: Two innovative programs for teaching children to read and write. Paper presented at the Claremont Reading Conference, CA. Does not use a strong causal design: this study does not use a comparison group.

Swartz, S. L. (2003). California Early Literacy Learning (CELL): Research report 1994–2003. (Available from the Foundation for California Early Literacy Learning, 104 East State St., Suite M, Redlands, CA 92373) Does not use a strong causal design: this study does not use a comparison group.

Swartz, S. L., Shook, R. E., & Klein, A. F. (2003). Foundation for California Early Literacy Learning. (Available from the Foundation for California Early Literacy Learning, 104 East State St., Suite M, Redlands, CA 92373) Does not use a strong causal design: this study does not use a comparison group.

Carbo Reading Styles Program
Atchison, M. K. (1988, November). The relationship between the learning styles and reading achievement of sixth-grade students in the state of Alabama. Paper presented at the meeting of the Mid-South Educational Research Association, Gatlinburg, TN. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Carbo, M. (2004, May). Reading results with the Carbo Reading Styles Program. Paper presented at the meeting of the National Reading Styles Institute, Chicago, IL. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Duhaney, L. M. G., & Ewing, N. J. (1998). An investigation of the reading styles of urban Jamacian middle-grade students with learning disabilities. Reading Improvement, 35 (3), 114–119. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Langford, D. (2000). Two-year results of the Carbo Reading Styles Program: Patterson Elementary School, Montgomery, Alabama. Montgomery, AL. Does not use a strong causal design: this study does not use a comparison group.

Mohrmann, S. R. (1990, January). Learning styles of poor readers. Paper presented at the meeting of the Southwest Educational Research Association, Austin, TX. The outcome measures are not relevant to this review: the parameters for this WWC review specify student outcome measures but this study does not focus on students.

Skipper, B. (1997). Reading with style. American School Board Journal, 184 (2), 36–37. Does not use a strong causal design: this study does not use a comparison group.

Wilson, I. G. (1993). Reading styles of Hispanic students with learning disabilities in third, fourth, and fifth grade. Dissertation Abstracts International, 55 (11), 3462A. (UMI No. 9505375) The outcome measures are not relevant to this review: the parameters for this WWC review specify student outcome measures but this study does not focus on students.

CIERA School Change Project
Taylor, B. M., Pearson, P. D., Peterson, D., & Rodriguez, M. C. (2002). The CIERA School Change Project: Supporting schools as they implement home-grown reading reform (CIERA Rep. No. 2-016). Ann Arbor: University of Michigan, Center for the Improvement of Early Reading Achievement. Does not use a strong causal design: this study does not use a comparison group.

ClassWide Peer Tutoring (CWPT)
Abbott, M., Greenwood, C. R., Buzhardt, J., & Tapia, Y. (2006). Using technology-based teacher support tools to scale up the ClassWide Peer Tutoring program. Reading and Writing Quarterly, 22, 47–64. Does not use a strong causal design: this study does not use a comparison group.

Bradley, D., Bjorlykke, L., Mann, E., Homon, C., & Lindsay, J. (1993, October). Empowerment of the general educator through effective teaching strategies. Paper presented at the meeting of the International Conference on Learning Disabilities, Baltimore, MD. Does not use a strong causal design: this study, which uses a quasi-experimental design, does not use equating measures to ensure that the comparison group is equivalent to the treatment group.

Burks, M. (2004). Effects of Classwide Peer Tutoring on the number of words spelled correctly by students with LD. Intervention in School and Clinic, 39 (5), 301–384. The outcome measures are not relevant to this review.

Buzhardt, J., Abbott, M., Greenwood, C. R., & Tapia, Y. (2005). Usability testing of the ClassWide Peer Tutoring-Learning Management System. Journal of Special Education Technology, 20 (1), 19–31. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study does not disaggregate students in the eligible range from those outside the range.

Buzhardt, J., Greenwood, C. R., Abbott, M., & Tapia, Y. (2006). Research on scaling up effective instructional intervention practice: Developing a measure of the rate of implementation. Educational Technology Research and Development, 54 (5), 467–492. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study does not disaggregate students in the eligible range from those outside the range.

Greenwood, C. R., Dinwiddie, G., Bailey, V., Carta, J. J., Dorsey, D., Kohler, F. W., Nelson, C., Rotholtz, D., & Schulte, D. (1987). Field replication of classwide peer tutoring. Journal of Applied Behavior Analysis, 20, 151–160. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study does not disaggregate students in the eligible range from those outside the range.

Moore, A. R. (1993). Effects of strategy training and classwide peer tutoring on the reading comprehension of students with learning disabilities. Dissertation Abstracts International, 54 (11), 4041A. (UMI No. 9410387) The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study does not disaggregate students in the eligible range from those outside the range.

Neddenriep, C. E. (2003). Classwide peer tutoring: Three experiments investigating the generalized effects of increased oral reading fluency to silent reading comprehension. Dissertation Abstracts International, 64 (09), 3192A. (UMI No. 3104401) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Sideridis, G. D., Utley, C., Greenwood, C. R., & Delquadri, J. et al., (1997). Class-wide Peer Tutoring: Effects on the spelling performance and social interactions of students with mild disabilities and their typical peers in an integrated instructional setting. Journal of Behavioral Education, 7 (4), 203–212. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades kindergarten through 3; this study does not disaggregate students in the eligible range from those outside the range.

Simmons, D., Fuchs, D., Fuchs, L. S., Hodge, J. P., & Mathes, P. G. (1994). Importance of instructional complexity and role reciprocity to Classwide Peer Tutoring. Learning Disabilities Research & Practice, 9 (4), 203–212. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Veerkamp, M. B. (2001). The effects of Classwide Peer Tutoring on the reading achievement of urban middle school students. Dissertation Abstracts International, 63 (04), 2047B. (UMI No. 3049533) The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

CompassLearning
Compass Learning, Inc. (2003). An independent study done by the Odyssey Charter Middle School (2001–2002). San Diego, CA: Author. (Available from CompassLearning, 9920 Pacific Heights Blvd., San Diego, CA 92121) Does not use a strong causal design: this study does not use a comparison group.

Compass Learning, Inc. (2003). CompassLearning® Report: What Works Clearinghouse. San Diego, CA: Author. Does not use a strong causal design: this study does not use a comparison group.

Compass Learning, Inc. (2003). Partnered study one, a study of grade 3 and grade 5 reading and math performance in a rural school district in the SE, 2002. San Diego, CA: Author. Does not use a strong causal design: this study does not use a comparison group.

Hartley, C. L. (2003). Partnered study two: Comparative study in a large inner city school district in the Midwest, 2001–2002. San Diego, CA: CompassLearning, Inc. The sample is not appropriate to this review: the parameters for this WWC review specify that students should be in grades K–3 during the time of the intervention; this study does not focus on the targeted grades.

Compensatory Language Experiences and Reading Program (CLEAR)
Chamberlain, E., Beck, D., & Johnson, J. (1983). Language development component, compensatory language experiences and reading program. Columbus, OH: Columbus Public Schools, Department of Evaluation Services. Does not use a strong causal design: this study does not use a comparison group.

Concept-Oriented Reading Instruction (CORI)
Guthrie, J. T., Van Meter, P., McCann, A., & Wigfield, A. (1996). Growth of literacy engagement: Changes in motivations and strategies during Concept-Oriented Reading Instruction. Reading Research Quarterly, 31 (3), 306–332. Does not use a strong causal design: this study does not use a comparison group.

Cooperative Integrated Reading and Composition (CIRC®)
Calderon, M., Hertz-Lazarowitz, R., & Slavin, R. E. (1998). Effects of bilingual cooperative integrated reading and composition on students making the transition from Spanish to English reading. The Elementary School Journal, 99 (2), 153–165. The sample is not appropriate to this review: this study does not focus on students learning to read in English, one of the parameters for this WWC review.

Jenkins, J. R., Jewell, M., Leicester, N., O’Connor, R. E., Jenkins, L. M., & Troutner, N. M. (1994). Accommodations for individual differences without classroom ability groups: An experiment in school restructuring. Exceptional Children, 60 (4), 344–358. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Nath, L. R. (1996). A peer tutoring training model for cooperative groupings: Is the effectiveness of cooperative groupings enhanced by students obtaining peer tutoring skills? Dissertation Abstracts International, 57 (12), 5051A. (UMI No. 9717224) The outcome measures are not shown to be valid or reliable: the outcome measures used in this study does not demonstrate adequate reliability or validity.

Rapp, J. C. (1991). The effects of cooperative learning on selected student variables (Cooperative Integrated Reading and Composition on academic achievement in reading comprehension, vocabulary, and spelling on student self-esteem). Dissertation Abstracts International, 52 (10), 3516A. (UMI No. 9207225) Confound: there was only one intervention and one comparison unit in each study condition, so the analysis could not separate the effects of the intervention from other factors.

Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22 (4), 433–454. (Study: Fall 1985) Complete data were not reported for the WWC to compute effect sizes for the third graders, the sample of interest to this review.

Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative Integrated Reading and Composition: Two field experiments. Reading Research Quarterly, 22 (4), 433–454. (Study: Spring 1985) Complete data were not reported for the WWC to compute effect sizes for the third graders, the sample of interest to this review.

Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83 (1), 8–16. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and writing on academically handicapped and nonhandicapped students. The Elementary School Journal, 95 (3), 241–262. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Stevens, R. J., & Slavin, R. E. (1995). The Cooperative Elementary School: Effects on Students’ Achievement, Attitudes, and Social Relations. American Educational Research Journal, 32 (2), 321–351. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Core Knowledge Curriculum
Mac Iver, M. A., Kemper, E., & Stringfield, S. (2000). The Baltimore Curriculum Project: Fourth year report. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools. Does not use a strong causal design: this study is a quasi-experimental design but does not establish that the comparison group was comparable to the treatment group prior to the start of the intervention.

Mac Iver, M. A., Stringfield, S., & McHugh, B. (2000). Core Knowledge Curriculum: Five year analysis of implementation and effects in five Maryland schools. Baltimore, MD: Johns Hopkins University, Center for Social Organization of Schools. Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Sterbinsky, A., Ross, S. M., & Redfield, D. (2002). The effects of implementing comprehensive school reform models in 12 elementary schools: Year 3 study results. Charleston, SC: Appalachia Educational Laboratory. The sample is not appropriate to this review: the parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Additional source:
Sterbinsky, A., Ross, S., & Redfield, D. (2003, April). Comprehensive school reform: A multi-site replicated experiment. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. The sample is not appropriate to this review: The parameters for this WWC review specified that students should be in grades K–3; this study does not disaggregate students in the eligible range from those outside the range.

Taylor, B. M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Beating the odds in teaching all children to read (Report No. 2-006). Ann Arbor: University of Michigan, Center for the Improvement of Early Reading Achievement. Does not use a strong causal design: this study does not use a comparison group.

Cornerstone Literacy Initiative
Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. New York: Institute for Education and Social Policy. Retrieved from Institute for Education and Social Policy, Steinhardt School of Education, New York University Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: Cleveland) Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. Retrieved from Institute for Education and Social Policy, Steinhardt School of Education, New York University Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: Jackson) Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. Retrieved from Institute for Education and Social Policy, Steinhardt School of Education, New York University Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: Talladega) Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. Retrieved from Institute for Education and Social Policy, Steinhardt School of Education, New York University Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: Trenton) Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. Retrieved from Steinhardt School of Education, Institute for Education and Social Policy Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: Bridgeport) Does not use a strong causal design: this study does not use a comparison group.

Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. Retrieved from Institute for Education and Social Policy, Steinhardt School of Education, New York University Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: Greenwood) Does not use a strong causal design: this study is a quasi-experimental design but does not use achievement pretests to establish that the comparison group is equivalent to the intervention group at baseline.

Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. Retrieved from Institute for Education and Social Policy, Steinhardt School of Education, New York University Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: Dalton) Does not use a strong causal design: this study does not use a comparison group.

Lockwood, D., Donis-Keller, C., Hanlon, E., Saunders, T., Wang, L., Weinstein, M., et al. (2004). Second year evaluation report: Cornerstone Literacy Initiative. Retrieved from Institute for Education and Social Policy, Steinhardt School of Education, New York University Web site: http://steinhardt.nyu.edu/iesp/publications/pubs/ cornerstone/ENTIRE%20REPORT.pdf (Study: New Haven) Does not use a strong causal design: this study does not use a comparison group.