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
Full text not available from this repository.Abstract
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 |
|---|---|
| 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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