Reading First impact study: Final report: Executive summary

Description:

A summary of an evaluation of the impact of Reading First, a federally-funded program to improve the quality of reading instruction in kindergarten through third grade by using research-based reading programs and materials, promoting professional development, and assessing students' progress, on children's reading achievement, classroom instruction, and the relation of reading instruction implementation to reading achievement

Resource Type:

Executive Summary

Author(s):

Gamse Beth C.; Jacob Robin T.; Horst Megan; Boulay Beth; Unlu Fatih; Bozzi Laurie; Caswell Linda; Rodger Chris; Smith W. Carter; Brigham Nancy; Rosenblum Sheila

Publisher(s):

National Center for Education Evaluation and Regional Assistance

Funder(s):

Institute of Education Sciences (U.S.)

Date Issued:

November 2008

Source:

(NCEE 2009-4039). Washington, DC: National Center for Education Evaluation and Regional Assistance. Retrieved December 3, 2008, from http://ies.ed.gov/ncee/pdf/20094039.pdf

Note:

The project officer is Tracy Rimdzius. This resource was written with the assistance of Howard Bloom, Yequin He, Corinne Herlihy, James Kemple, Don Laliberty, Ken Lam, Kenyon Maree, Rachel McCormick, Rebecca Unterman, and Pei Zhu

Topics:

6. Programs, Interventions & Curricula > 6.2. Interventions/Curricula > 6.2.9. Early Literacy

11. Child Care & Early Education Quality > 11.1. Process Quality

1. Children & Child Development > 1.2. Child Development & School Readiness > 1.2.6. Early Literacy

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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.