|Reading First Impact Study Final Report
|The No Child Left Behind Act (NCLB) of 2001 created the Reading First program to help ensure that all students can read at or above grade level by the end of third grade. The law required an independent, rigorous evaluation of the program. The Reading First Impact Study Final Report provides an update of previously released impact findings on student reading comprehension and classroom reading instruction using an additional year of data (2006-07). In addition, the report includes information on the impact of the program on first grade studentsí decoding skill in 2006-07 as well as an examination of the relationship between classroom instruction and student reading comprehension.
The results indicate that Reading First produced statistically significant positive impacts on multiple reading practices promoted by the program, such as the amount of instructional time spent on the five essential components of reading instruction and professional development in scientifically based reading instruction. Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three. However, there was a positive and statistically significant impact on first grade studentsí decoding skills in spring 2007.
|November 19, 2008
|November 19, 2008
General Ordering Information
|Beth C. Gamse, Project Director, Abt Associates; Robin Tepper Jacob, Abt Associates/University of Michigan; Megan Horst, Beth Boulay, Fatih Unlu, Laurie Bozzi, Linda Caswell, Chris Rodger, and W. Carter Smith: Abt Associates. Nancy Brigham and Sheila Rosenblum: Rosenblum Brigham Associates. With the assistance of Howard Bloom, Yequin He, Corinne Herlihy, James Kemple, Don Laliberty, Ken Lam, Kenyon Maree, Rachel McCormick, Rebecca Unterman, Pei Zhu
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