Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?: Results From a Randomized Controlled Trial of READ 180 Enterprise

DSpace/Manakin Repository

Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?: Results From a Randomized Controlled Trial of READ 180 Enterprise

Citable link to this page

 

 
Title: Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?: Results From a Randomized Controlled Trial of READ 180 Enterprise
Author: Kim, James Sangil; Capotosto, Lauren; Hartry, Ardice; Fitzgerald, Robert

Note: Order does not necessarily reflect citation order of authors.

Citation: Kim, James. S., Lauren C. Capotosto, Ardice Hartry, and Robert Fitzgerald. 2011. Can a Mixed-Method Literacy Intervention Improve the Reading Achievement of Low-Performing Elementary School Students in an After-School Program?: Results From a Randomized Controlled Trial of READ 180 Enterprise. Educational Evaluation and Policy Analysis 33, no.2: 183–201.
Full Text & Related Files:
Abstract: This article describes an independent evaluation of the READ 180 Enterprise intervention
designed by Scholastic, Inc. Despite widespread use of the program with upper elementary
through high school students, there is limited empirical evidence to support its effectiveness. In this randomized controlled trial involving 312 students enrolled in an after-school program, we generated intention-to-treat (ITT) and treatment-on-the-treated (TOT) estimates of the program’s impact on several literacy outcomes of fourth, fifth, and sixth graders reading below proficiency on a state assessment at baseline. READ 180 Enterprise students outperformed control group students on vocabulary (d = .23) and reading comprehension (d = .32), but not on spelling and oral reading fluency. We interpret the findings in light of the theory of instruction underpinning the READ 180 Enterprise intervention.
Published Version: doi:10.3102/0162373711399148
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:28979949
Downloads of this work:

Show full Dublin Core record

This item appears in the following Collection(s)

 
 

Search DASH


Advanced Search
 
 

Submitters