Early Reading First improved instructional content and practices in preschool classrooms¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The program produced positive, statistically significant impacts on several classroom and teacher outcomes. → Jackson 2007

Evidence¶

Jackson 2007¶

Jackson, R., McCoy, A., Pistorino, C., Wilkinson, A., Burghardt, J., Clark, M., Ross, C., Schochet, P., Swank, P., & Schmidt, S. (2007). National Evaluation of Early Reading First: Final Report to Congress. Washington, DC: U.S. Department of Education, Institute of Education Sciences. https://ies.ed.gov/ncee/

q3 · i? · causal · r?

The evaluation measured impacts on "the instructional content and practices in preschool classrooms" as well as on children's language and literacy skills; the summary reports significant positive classroom and teacher outcomes without printed effect sizes.

"This report to Congress presents program impacts on children's language and literacy skills and on the instructional content and practices in preschool classrooms."

Discussion¶

Related Claims¶

• Early Reading First had positive, statistically significant impacts on children's print and letter knowledge — related
• Comprehensive teacher induction generated no significant improvements in novice teachers' classroom practices in the first year — reports the opposite
• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — a broader claim this one bears on