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Early Intervention for Children at Risk for Reading Disabilities: The Impact of Grade at Intervention and Individual Differences on Intervention Outcomes
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Lovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D. – Journal of Educational Psychology, 2017
Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…
Descriptors: Early Intervention, At Risk Students, Reading Difficulties, Instructional Program Divisions
Academic Achievement and School-Wide Positive Behavior Interventions and Supports
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Gage, Nicholas A.; Sugai, George; Lewis, Timothy J. – Society for Research on Educational Effectiveness, 2013
Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide…
Descriptors: Academic Achievement, Positive Behavior Supports, School Turnaround, Educational Environment
Toward a More Nuanced Approach to Program Effectiveness Assessment: Hierarchical Linear Models in K-12 Program Evaluation
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Newton, Xiaoxia A.; Llosa, Lorena – American Journal of Evaluation, 2010
Most K-12 evaluations are designed to make inferences about how a program implemented at the classroom or school level affects student learning outcomes and such inferences inherently involve hierarchical data structure. One methodological challenge for evaluators is linking program implementation factors typically measured at the classroom or…
Descriptors: Program Evaluation, Reading Programs, Reading Achievement, Program Implementation