Reading First Impact Study: Interim Report
Contributing Organization(s): MDRC
Author(s)/Creator(s): Beth C. Gamse; Howard S. Bloom; James J. Kemple; Robin Tepper Jacob
Publishing Date: 2008-05-01
Issue Areas: Education and Literacy
Ownership/Rights Info: This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: Gamse, B.C., Bloom, H.S., Kemple, J.J., Jacob, R.T., (2008). Reading First Impact Study: Interim Report (NCEE 2008-4016). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.&
This report, written by Abt Associates and MDRC and published by the U.S. Department of Education's Institute of Education Sciences, finds that Reading First increased the amount of time that teachers spent on the five essential components of reading instruction, as defined by the National Reading Panel. While Reading First did not improve students' reading comprehension on average, there are some indications that some sites had impacts on both instruction and reading comprehension. An overview puts these interim findings in context.
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Intended Audience: Advocates; College/University Professors; General Public; Legislators/Legislative Aids; Parents; Policy Professionals; Researchers; Teachers-elementary
Type/Format: Survey
Language code: English
Type/Format: Survey
Language code: English
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