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Final reading outcomes of the national randomized field trial of Success for All

Borman, G.D., Slavin, R.E., Cheung, A.C.K., Chamberlain, A.M., Madden, N.A. and Chambers, B. (2007) Final reading outcomes of the national randomized field trial of Success for All. American Educational Research Journal, 44 (3). pp. 701-731. ISSN 0002-8312

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Using a cluster randomization design, schools were randomly assigned to implement Success for All, a comprehensive reading reform model, or control methods. This article reports final literacy outcomes for a 3-year longitudinal sample of children who participated in the treatment or control condition from kindergarten through second grade and a combined longitudinal and in-mover student sample, both of which were nested within 35 schools. Hierarchical linear model analyses of all three outcomes for both samples revealed statistically significant school-level effects of treatment assignment as large as one third of a standard deviation. The results correspond with the Success for All program theory, which emphasizes both comprehensive school-level reform and targeted student-level achievement effects through a multi-year sequencing of literacy instruction.

Item Type: Article
Institution: The University of York
Academic Units: The University of York > Institute for Effective Education (York)
Depositing User: York RAE Import
Date Deposited: 13 Aug 2009 13:45
Last Modified: 13 Aug 2009 13:45
Published Version: http://dx.doi.org/10.3102/0002831207306743
Status: Published
Publisher: SAGE Publications
Identification Number: 10.3102/0002831207306743
URI: http://eprints.whiterose.ac.uk/id/eprint/5491

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