WWC review of this study

The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030).

Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., ... Sztenjnberg, L. (2008). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from: https://eric.ed.gov/?id=ED502700

  • Randomized controlled trial
     examining 
    3,450
     Students
    , grade
    2

Reviewed: September 2016

Does not meet WWC standards


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: March 2009

No statistically significant positive
findings
Meets WWC standards without reservations
Reading achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Standardized Reading Score

Professional Development Program Based on Language Essentials for Teachers of Reading and Spelling (LETRS) vs. Business as usual

Implementation year

Institute series only;
3,450 students

0.08

0.01

No

--
More Outcomes

Standardized Reading Score

Professional Development Program Based on Language Essentials for Teachers of Reading and Spelling (LETRS) vs. Institute series only

Implementation year

Institute series plus coaching;
3,450 students

0.04

0.04

No

--

Standardized Reading Score

Professional Development Program Based on Language Essentials for Teachers of Reading and Spelling (LETRS) vs. Business as usual

Implementation year

Institute series plus coaching;
3,450 students

0.04

0.01

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 49%
    Male: 51%
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    Midwest, Northeast
  • Race
    Asian
    2%
    Black
    78%
    White
    16%
  • Ethnicity
    Hispanic    
    4%
    Not Hispanic or Latino    
    96%
 

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This download will include data files for study and findings review data and a data dictionary.

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