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Institute of Education Sciences


IES Centers
Title:  The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
Description: The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers’ knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone.
Online Availability:
Cover Date: September 2008
Web Release: September 8, 2008
Publication #: NCEE 20084030
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Center/Program: NCEE
Authors: Stephanie Cronen, Marian Eaton, Anja Kurki, Meredith Ludwig, Wehmah Jones, Kazuaki Uekawa, and Audrey Falk: American Institutes for Research. Howard S. Bloom, Fred Doolittle, Pei Zhu, and Laura Sztejnberg: MDRC. Marsha Silverberg, Project Officer, Institute of Education Sciences.
Type of Product: Evaluation Report
Keywords:
Questions: For questions about the content of this Evaluation Report, please contact:
Gloria Vera.