Final Reading Outcomes of the National Randomized Field Trial of Success for All

Geoffrey D. Borman; Robert E. Slavin; Alan C. K. Cheung; Anne M. Chamberlain; Nancy A. Madden; Bette Chambers

Final Reading Outcomes of the National Randomized Field Trial of Success for All

Geoffrey D. Borman, Robert E. Slavin, Alan C. K. Cheung, Anne M. Chamberlain, Nancy A. Madden, Bette Chambers

Institute for Effective Education

Research output: Contribution to journal › Article › peer-review

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. (Contains 5 tables.)

Original language	English
Pages (from-to)	701-731
Number of pages	31
Journal	American Educational Research Journal
Volume	44
Issue number	3
Publication status	Published - 1 Jan 2007

Bibliographical note

Database: ERIC

Record type: New.

Language: English

DataStar source field: American Educational Research Journal, 2007, vol. 44, no. 3, p. 701-731, pp. 31, 68 refs., ISSN: 0002-8312.

DataStar update date: 20090101

Keywords

Peabody Picture Vocabulary Test (Revised)
Woodcock Reading Mastery Test Revised

Access to Document

http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ782058

Cite this

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title = "Final Reading Outcomes of the National Randomized Field Trial of Success for All",

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. (Contains 5 tables.)",

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AU - Cheung, Alan C. K.

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AU - Madden, Nancy A.

AU - Chambers, Bette

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AB - 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. (Contains 5 tables.)

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KW - Woodcock Reading Mastery Test Revised

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