WWC review of this study

Longitudinal study of student literacy achievement in different Title I school-wide programs in Fort Wayne Community Schools Year 2: First grade results.

Ross, S. M., & Casey, J. (1998). Memphis, TN: University of Memphis, Center for Research in Educational Policy.

  • Quasi-Experimental Design
     examining 
    288
     Students
    , grade
    1
No statistically significant positive
findings
Meets WWC standards with reservations

Reviewed: March 2017

Alphabetics outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Woodcock Reading Mastery Test (WRMT): Word Attack subtest

Success for All® vs. Business as usual

2 Years

Full sample;
288 students

12.25

10.39

No

 
 
9
More Outcomes

Woodcock Reading Mastery Test (WRMT): Word Identification subtest

Success for All® vs. Business as usual

2 Years

Full sample;
288 students

32.14

31.32

No

 
 
2
Show Supplemental Findings

Woodcock Reading Mastery Test (WRMT): Word Attack subtest

Success for All® vs. Business as usual

2 Years

Grade: 1, Lowest 25%;
79 students

10.11

7.53

No

 
 
14

Woodcock Reading Mastery Test (WRMT): Word Identification subtest

Success for All® vs. Business as usual

2 Years

Grade: 1, Lowest 25%;
79 students

27.1

25.73

No

 
 
4
Comprehension outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Woodcock Reading Mastery Test (WRMT): Passage Comprehension subtest

Success for All® vs. Business as usual

2 Years

Full sample;
288 students

16.09

15.44

No

 
 
3
More Outcomes
Show Supplemental Findings

Woodcock Reading Mastery Test (WRMT): Passage Comprehension subtest

Success for All® vs. Business as usual

2 Years

Grade: 1, Lowest 25%;
79 students

12.29

11.17

No

 
 
6
Reading achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Durrell Analysis of Reading Difficulty (DARD) Oral Reading

Success for All® vs. Business as usual

2 Years

Full sample;
288 students

5.35

4.74

No

--
More Outcomes
Show Supplemental Findings

Durrell Analysis of Reading Difficulty (DARD) Oral Reading

Success for All® vs. Business as usual

2 Years

Grade: 1, Lowest 25%;
79 students

4.14

3.18

No

 
 
10

Characteristics of study sample as reported by study author.


  • 72% Free or reduced price lunch
  • Race
    Not specified
    100%

  • Urban
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    Indiana

Setting

The study took place in seven Title I elementary schools in Fort Wayne, Indiana.

Study sample

This study examined the effects of SFA® in two Title I schools. Five Title I schools that were implementing locally developed schoolwide programs were used as a comparison group. The study was conducted in fall 1996 through spring 1998 and reports on first-grade outcomes of students who were in kindergarten at the start of the study. The analysis sample included 288 students: 83 students in the SFA® schools and 205 students in comparison schools. The student-level analysis sample demonstrated equivalence on the PPVT. School populations ranged between 31% and 50% minority students; between 62% and 81% of students received free or reduced-price lunch. The study also reported on an additional intervention school that supplemented SFA® with another branded intervention (Reading Recovery), but results from this portion of the study are ineligible for review.

Intervention Group

Intervention students received the typical SFA® curriculum, including the Reading Roots reading curriculum in grade 1 and the Reading Wings reading curriculum in grade 2, one-to-one tutoring for the lowest-achieving students by certified teacher tutors, quarterly assessments, family support teams for students’ parents, a facilitator who worked with school personnel, and training for all intervention teachers.

Comparison Group

The five comparison schools implemented locally developed schoolwide programs. The schools were comparable with SFA® schools on pretest PPVT measures, free or reduced-price lunch status, and ethnicity. Four out of the five local school programs incorporated components of other branded programs, including Reading Recovery, Accelerated Reader, Four-Block, and STAR. These curricula place considerable emphasis on reading, use of basal readers, and multifaceted reading activities.

Support for implementation

A full-time facilitator worked with staff to ensure fidelity of implementation in the intervention schools. No information on training for the specific teachers was provided in this study.

Reviewed: October 2012

Study sample characteristics were not reported.
 

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