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The Reading First Impact Study |
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Featured Publication
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Understanding Reading First
What We Know, What We Don’t, and What’s Next
2009. Corinne Herlihy, James Kemple, Howard Bloom, Pei Zhu, and Gordon Berlin.
Studies of Reading First released in 2008 found no overall effect on student reading comprehension, and the program was eliminated in 2009. However, the research findings were more nuanced than was widely reported, and they offer lessons for policymakers making critical choices today about how the federal government can best support the teaching of reading to young children.
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All The Reading First Impact Study Publications
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Understanding Reading First
What We Know, What We Don’t, and What’s Next
Policy Brief
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2009. Corinne Herlihy, James Kemple, Howard Bloom, Pei Zhu, and Gordon Berlin.
Studies of Reading First released in 2008 found no overall effect on student reading comprehension, and the program was eliminated in 2009. However, the research findings were more nuanced than was widely reported, and they offer lessons for policymakers making critical choices today about how the federal government can best support the teaching of reading to young children.
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Reading First Impact Study
Interim Report
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. Beth C. Gamse, Howard S. Bloom, James J. Kemple, and Robin Tepper Jacob.
This report, written by Abt Associates and MDRC and published by the U.S. Department of Education’s Institute of Education Sciences, finds that Reading First increased the amount of time that teachers spent on the five essential components of reading instruction, as defined by the National Reading Panel. While Reading First did not improve students' reading comprehension on average, there are some indications that some sites had impacts on both instruction and reading comprehension. An overview puts these interim findings in context.
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