Final report on Early Reading First from the Wellesley Centers for Women at Wellesley College
R2LP is in the final year of the four year grant (year 4, no cost extension year). The intervention worked intensively with programs located in Central Falls, Pawtucket and Providence, RI who serve children from low-income families. In year 4 of the grant, technical assistance and professional development was significantly reduced and sustainability activities were undertaken by R2LP leadership. Researchers at Wellesley College served as the outside evaluation team. The final classroom observation data collection for the evaluation took place in the spring of 2013. Observations of R2LP classrooms were conducted over a one month period from April to May 2013. Observations incorporated the ECERS-R, ELLCO and CLASS to assess classroom quality and the sustainability of best practices in the field of early care and education as promoted through participation in R2LP. To assess sustainability, the observation scores from the spring 2013 were compared to the observation scores obtained during the spring of 2012. To assess teacher growth, scores for the 7 teachers that participated in all years of the intervention were compared and graphed. Results are presented below and discussed. (author abstract)
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Teachers, children show strong gains in Early Reading First program
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The voices of early care and education: A qualitative perspective on providing and accessing high-quality early care and education