Louisiana Striving Readers: Final Evaluation Report

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Autor/inn/en	Vaden-Kiernan, Michael; Caverly, Sarah; Bell, Nance; Sullivan, Kate; Fong, Carlton; Atwood, Erin; Borman, Geoffrey; Park, So Jung; Jones, Debra Hughes
Institution	SEDL; Abt Associates, Inc.
Titel	Louisiana Striving Readers: Final Evaluation Report
Quelle	(2012), (220 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Program Implementation; Fidelity; Grade 6; Grade 7; Middle School Students; Reading Comprehension; Reading Achievement; Reading Difficulties; Student Motivation; Learner Engagement; Early Adolescents; Gender Differences; Age Differences; Socioeconomic Status; Ethnicity; Evidence Based Practice; Direct Instruction; Vocabulary Development; Word Study Skills; Content Area Reading; Institutional Characteristics; Professional Development; Class Size; Teacher Student Ratio; Educational Technology; Technology Uses in Education; Teaching Methods; Reading Skills; Decoding (Reading); Reading Fluency; Writing Instruction; Reading Programs; Reading Instruction; Intervention; Louisiana; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseverstehen; Leseleistung; Reading difficulty; Leseschwierigkeit; Schulische Motivation; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Socio-economic status; Sozioökonomischer Status; Ethnizität; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatzarbeit; Wortschatzanalyse; Sinnerfassendes Lesen; Klassengröße; Lehrer-Schüler-Relation; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Dekodierung; Schreibunterricht; Leseunterricht
Abstract	The Louisiana Striving Readers evaluation assessed the implementation and effectiveness of the Voyager "Passport Reading Journeys" (PRJ), a widely used supplemental literacy intervention for struggling adolescent readers that reflects the research-based practices recommended by the National Reading Panel (2000) and other more recent syntheses (Biancarosa & Snow, 2004; Edmonds, et al., 2009; Kamil, et al., 2008; Scammacca et al., 2007; Torgesen et al., 2007). To date, PRJ has been adopted in 45 states across the country in almost 470 districts and over 2,200 schools, and has served over 268,000 students. PRJ offers four levels of instruction appropriate for middle and high school students. The PRJ curriculum uses direct, explicit instruction in reading comprehension, vocabulary, and word study for adolescents who struggle with reading using age-appropriate fiction and non-fiction texts. The Louisiana Striving Readers Program, funded by the Louisiana Department of Education (LDOE) through a grant from the U.S. Department of Education, targeted over 1,200 struggling readers in grades 6-7 from ten middle schools across the state of Louisiana. The grant required a rigorous, independent experimental evaluation, conducted by SEDL, addressing fidelity of program implementation and program impacts on student motivation and reading achievement. The study reported here had two specific aims: (1) determine the fidelity of implementation, or the extent to which the program was delivered as the grant indicated it should be implemented; and (2) determine the impacts of PRJ on student reading and other related outcomes (i.e., student motivation and engagement in reading) and how the effects may have varied by student subgroups. This report details the intervention, the implementation study design and results, and the impact study design and results. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01