Only 4 of 11 studied external partners had a comprehensive, research-based approach to literacy instruction¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2003 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · overdue for a recheck since 2008: baselines and conditions change

Subclaims¶

q2 i? Most support providers implement strategies that only weakly attempt to improve literacy; only 4 of the 11 partners studied had developed a comprehensive, research-based approach to literacy instruction. → Kara Finnigan and Jennifer O'Day 2003

Evidence¶

Kara Finnigan and Jennifer O'Day 2003¶

Kara Finnigan and Jennifer O'Day, with the assistance of David Wakelyn. (2003). External Support to Schools on Probation: Getting a Leg Up? https://eric.ed.gov/?id=ED474395 doi:10.1037/e565292006-001

q2 · i? · qualitative · r2

Interview and observation study of 11 of the 18 external partners serving probation schools; the authors report that "Only 4 of the 11 partners included in this study" had a comprehensive, research-based literacy approach. No effect size reported.

"One rather surprising finding was that most support providers implement strategies that only weakly attempt to improve literacy. Only 4 of the 11 partners included in this study had developed a comprehensive, research-based approach to literacy instruction."

Discussion¶

Related Claims¶

• Provider assistance to probation schools suffered from low intensity, poor communication among providers, and weak organizational change strategies — related
• Annenberg external partners were organizationally diverse, and a majority focused their work on curriculum and instruction — related
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance — related
• Providers located low performance within schools and targeted the instructional unit of teachers, materials, and students — related