Literacy Now Reading Intervention Program: A Cohort Analysis of Reading Achievement at Selected HISD Campuses, 2020-2021. Research Educational Program Report

Autor/in	Graham, Georgia
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	Literacy Now Reading Intervention Program: A Cohort Analysis of Reading Achievement at Selected HISD Campuses, 2020-2021. Research Educational Program Report
Quelle	(2021), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Literacy Education; Reading Programs; Kindergarten; Elementary School Students; Grade 1; Grade 2; Intervention; Reading Attitudes; Individualized Instruction; Small Group Instruction; Family Literacy; Parent Participation; Parent Workshops; Books; Program Descriptions; Teacher Attitudes; Program Effectiveness; Program Evaluation; Scores; Reading Tests; Achievement Gains; Economically Disadvantaged; Race; English Language Learners; Student Characteristics; Benchmarking; Comparative Analysis; African American Students; Hispanic American Students; Reading Achievement; School Readiness; Cohort Analysis; Texas (Houston) + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Reading behavior; Rading behaviour; Leseverhalten; Individualisierender Unterricht; Elternmitwirkung; Elternkurs; Book; Buch; Monographie; Monografie; Lehrerverhalten; Programme evaluation; Programmevaluation; Lesetest; Achievement gain; Leistungssteigerung; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Leseleistung; Readiness for school; School ability; Schulreife; Kohortenanalyse
Abstract	Since 2007, nineteen Houston Independent School District (HISD) campuses have partnered with Literacy Now to offer the Reading Intervention program. The Reading Intervention program provides individualized, small group reading tutorials for at-risk students in kindergarten to second grade to create proficient readers by the end of third grade. Literacy Now also supports literacy development at home (Parent Engagement Workshops, Book Distribution, Family Literacy Night, and monthly newsletters). Between 2015 and 2019, 996 students in kindergarten to second grade from 11 HISD campuses participated in the Reading Intervention program. During this period, results from a post-program survey, on a 3.0 scale, found that teachers observed that the program was beneficial to students (M = 2.62), grades improved (M = 2.51), and students displayed greater confidence in reading (M = 2.48). The evaluation employed a two-group quasi-experimental design with an intervention group and a control group to examine the effectiveness of the program on two cohorts of students from 2015-2016 and 2016-2017. The evaluation found that kindergarten and first-grade students in both cohorts who participated in the reading intervention program showed significant differences between the pre-and post-test scores on Istation for the average proficiency rate in reading immediately after completing the program. Compared to their grade-level peers, first graders, English language learners, Black, or economically disadvantaged students who participated in the Reading Intervention program showed higher percentage points increase in their reading performance on STAAR grade 3 reading assessment. The three-year mean percentage of the students who met the Approaches grade-level benchmark score fell within 15 percentage points of their campus-level peers on STAAR grade 3 reading at Piney Point (6%), Walnut Bend (10%), Ross (11%), Bruce (15%), and McGowen (15%). (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01