Carol McDonald Connor|Frederick J. Morrison|Barry J. Fishman|Elizabeth Coyne Crowe|Stephanie Al Otaiba|Christopher Schatschneider
A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade
Arizona State University|Florida State University|University of Michigan–Ann Arbor|Michigan Department of Education|University of Michigan–Ann Arbor|Florida State University|Southern Methodist University|Florida State University
using longitudinal clusterrandomized controlled design examined whether students reading outcomes differed received 1 2 3 years individualized reading instruction first third grade compared treated control group 45 students came families living poverty following students randomly assigned teachers year deliver individualized reading instruction treated control condition intervention focused mathematics students received individualized reading instruction three grades showed strongest reading skills end third grade compared received fewer years instruction inconsistent evidence supporting sustained firstgrade treatment effect individualized instruction first grade necessary sufficient stronger thirdgrade reading outcomes effects achieved regular classroom teachers received professional development indicates policies support use evidencebased reading instruction teacher training yield increased student achievement