The Impact of a Structured Integrated Learning System on First-grade Students’ Reading Gains
نویسندگان
چکیده
This study examined the effects of the Waterford Early Reading Program on reading achievement gains across the first-grade year. The results of this longitudinal analysis demonstrated meaningfully greater gains on reading achievement for those with access to the Integrated learning system (ILS) (g 1⁄4 .10). Furthermore, the positive effects associated with access to the ILS were greatest for students demonstrating the lowest initial reading skills—those with reading skills at or below the 25th percentile at the beginning of first grade (g 1⁄4 .43). The results are interpreted as support for the ILS in early reading instruction, provided that the ILS is fully integrated into the teachers’ reading curriculum and is not used as a stand-alone program.
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