What is the relationship between the degree of implementation of scientifically based reading instruction and student reading achievement?
The primary measure of student reading achievement was the Reading Comprehension subtest from the Stanford Achievement Test—10 (SAT 10), given to students in grades one, two, and three. A secondary measure of student reading achievement in decoding was given to students in first grade. The measure of classroom reading instruction was derived from direct observations of reading instruction, and measures of program implementation were derived from surveys of educational personnel. Findings related to the first two questions are based on results pooled across the study’s three years of data collection (2004-05, 2005-06, and 2006-07) for classroom instruction and reading comprehension, results from first grade students in one school year (spring 2007) for decoding, and aspects of program implementation from spring 2007 surveys. Key findings are as follows: • Reading First produced a positive and statistically significant impact on amount of instructional time spent on the five essential co
