Exhibit ES.2 summarizes the study's three-year, multi-source data collection plan. The present report reflects data for 2004-05 and 2005-06. Key outcome measures include student reading comprehension, teacher reading instructional practices, and student engagement with print.Exhibit ES-2. Data Collection Schedule for the Reading First Impact Study
Student reading comprehension was assessed with the Stanford Achievement Test, 10th Edition (SAT 10, Harcourt Assessment, Inc., 2004). Its comprehension subtests are well documented, broadly accepted, and widely used.2 Test scores are analyzed in two forms: scaled scores and the percentage of students who read at or above grade level, based upon national SAT 10 norms. The SAT 10 was administered to students in grades one, two, and three during spring 2005 and spring 2006, with completion rates of 80 percent or higher for both waves.
Classroom instruction was assessed in first grade and second grade reading classes through an observation system developed by the study team called the Instructional Practice in Reading Inventory (IPRI). Observations were conducted in each study school on two consecutive days in spring 2005, fall 2005, and spring 2006, with completion rates over 96 percent.
Measures of classroom instruction were created from IPRI data to represent the components of reading instruction emphasized by the Reading First legislation:3
Student engagement with print was assessed beginning in fall 2005 through classroom observations using the Student Time-on-Task and Engagement with Print (STEP) instrument to measure the percentage of students engaged in academic work who are reading or writing print. The STEP, which was developed by the study team, was used to observe classrooms in both fall 2005 and spring 2006, with a completion rate of over 97 percent.
2 In spring 2007, the study added the Test of Silent Word Reading Fluency (TOSWRF) for grade 1; findings based on this test will be presented in the final report.
3 For ease of explication, the measures created from IPRI data are referred to as the five dimensions of reading instruction (or "the five dimensions") throughout the report. References to the programmatic emphases as required by legislation are labeled as the five essential components of reading instruction.