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William Corrin
Deputy Director
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The Enhanced Reading Opportunities Study Final Report
The Impact of Supplemental Literacy Courses for Struggling Ninth-Grade Readers
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2010. Marie-Andrée Somers, William Corrin, Susan Sepanik, Terry Salinger, Jesse Levin, and Courtney Zmach, with Edmond Wong.
Over the course of ninth grade, two supplemental literacy courses modestly improved students’ reading comprehension skills and helped them perform better academically in their course work. However, these benefits did not persist in the following school year, when students were no longer receiving the supplemental support.
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The Enhanced Reading Opportunities Study
Findings from the Second Year of Implementation
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. William Corrin, Marie-Andrée Somers, James J. Kemple, Elizabeth Nelson, and Susan Sepanik, with Terry Salinger and Courtney Tanenbaum.
This report presents findings from the second year of the Enhanced Reading Opportunities (ERO) study, a demonstration and random assignment evaluation of two supplemental literacy programs — Reading Apprenticeship Academic Literacy and Xtreme Reading — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers.
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The Enhanced Reading Opportunities Study
Early Impact and Implementation Findings
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U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
2008. James J. Kemple, William Corrin, Elizabeth Nelson, Terry Salinger, Suzannah Herrmann, and Kathryn Drummond
This report presents early findings from a demonstration and random assignment evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. On average, the programs produced a positive, statistically significant impact on reading comprehension among students.
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