Early Reading First had positive, statistically significant impacts on children's print and letter knowledge¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2007 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The Early Reading First program produced positive, statistically significant impacts on children's print and letter knowledge. → 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 national evaluation report to Congress states the program "had positive, statistically significant impacts on several classroom and teacher outcomes and on children's print and letter knowledge." No effect sizes are printed on this page.
"The report notes that the program had positive, statistically significant impacts on several classroom and teacher outcomes and on children's print and letter knowledge."
Discussion¶
Learner Variables¶
- Alphabet Knowledge and Print Awareness — outcome: instruction changes it
Related Claims¶
- Early Reading First improved instructional content and practices in preschool classrooms — related
- The PD program had a large and significant impact on classroom print environments in rural Rwanda — related
- No individual alphabetics outcome reached statistical significance in the WWC analysis — related
- Waterford Early Reading Level One™ and Let's Begin with the Letter People® produce similar outcomes in oral language and print knowledge — related
- Waterford Early Reading Level One™ shows no discernible effects on preschool children's print knowledge — related
- Phonological awareness training plus letter knowledge training has potentially positive effects on preschoolers' early reading/writing — related
- Kindergarten follow-up shows statistically significant positive effects of Curiosity Corner on two print knowledge measures, not included in the effectiveness rating — related
- Phonemic segmentation training favored over rhyme/alliteration training on print knowledge, phonological processing, and early reading/writing (Yeh 2003), with substantively important but non-significant differences — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
early-reading-first-positive-print-letter-knowledge-impacts |
title |
Early Reading First had positive, statistically significant impacts on children's print and letter knowledge |
description |
Early Reading First had positive, statistically significant impacts on children's print and letter knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — jackson-2007 |
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