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A Longitudinal Cluster-Randomized Controlled Study on the Accumulating Effects of Individualized Literacy Instruction on Students’ Reading From First Through Third Grade

Carol McDonald Connor^1,2; Frederick J. Morrison³; Barry Fishman⁴; Elizabeth C. Crowe²; Stephanie Al Otaiba⁵; Christopher Schatschneider^2,6

¹ Learning Sciences Institute, Arizona State University · ² Florida Center for Reading Research, Florida State University · ³ Department of Psychology, University of Michigan · ⁴ School of Education, University of Michigan · ⁵ School of Education and Human Development, Southern Methodist University · ⁶ Department of Psychology, Florida State University

Using a longitudinal cluster-randomized controlled design, we examined whether students’ reading outcomes differed when they received 1, 2, or 3 years of individualized reading instruction from first through third grade, compared with a treated control group. More than 45% of students came from families living in poverty. Following students, we randomly assigned their teachers each year to deliver individualized reading instruction or a treated control condition intervention focused on mathematics. Students who received individualized reading instruction in all three grades showed the strongest reading skills by the end of third grade compared with those who received fewer years of such instruction. There was inconsistent evidence supporting a sustained first-grade treatment effect: Individualized instruction in first grade was necessary but not sufficient for stronger third-grade reading outcomes. These effects were achieved by regular classroom teachers who received professional development, which indicates that policies that support the use of evidence-based reading instruction and teacher training can yield increased student achievement.

DOI

10.1177/0956797612472204

Volume

24 (8)

Pages

1408-1419

Language

en

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