TY - JOUR
T1 - A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students' Reading From First Through Third Grade
AU - Connor, Carol McDonald
AU - Morrison, Frederick J.
AU - Fishman, Barry
AU - Crowe, Elizabeth C.
AU - Al Otaiba, Stephanie
AU - Schatschneider, Christopher
N1 - Funding Information:
Funding for this project was provided by the U.S. Department of Education Institute of Education Sciences (R305H04013 and R305B070074) and the National Institute of Child Health and Human Development (R01HD48539, R21HD062834, and P50 HD052120).
PY - 2013/8
Y1 - 2013/8
N2 - Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.
AB - Using a longitudinal cluster-randomized controlled design, we examined whether students' reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.
KW - academic achievement
KW - childhood development
KW - dyslexia
KW - literacy
KW - reading
UR - http://www.scopus.com/inward/record.url?scp=84881238086&partnerID=8YFLogxK
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U2 - 10.1177/0956797612472204
DO - 10.1177/0956797612472204
M3 - Article
C2 - 23785038
AN - SCOPUS:84881238086
SN - 0956-7976
VL - 24
SP - 1408
EP - 1419
JO - Psychological Science
JF - Psychological Science
IS - 8
ER -