Spalding's "The Writing Road to Reading" Efficacy Study Report for Grades K-5 2022-2024, Longitudinal Gains
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| Publicado no: | Online Submission (2025) |
|---|---|
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| Acesso em linha: | Citation/Abstract Full text outside of ProQuest |
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| 001 | 3206846680 | ||
| 003 | UK-CbPIL | ||
| 035 | |a 3206846680 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a ED671651 | ||
| 100 | 1 | |a Schechter, Rachel L | |
| 245 | 1 | |a Spalding's "The Writing Road to Reading" Efficacy Study Report for Grades K-5 2022-2024, Longitudinal Gains | |
| 260 | |c 2025 | ||
| 513 | |a Report | ||
| 520 | 3 | |a This two-year study examined the impact of Spalding's The Writing Road to Reading literacy program on student achievement across grades K-5 in 14 Arizona schools. Using a quasi-experimental matched design, researchers compared 687 students from three Spalding schools with 1228 students from eleven comparison schools using Fundations. Data from FastBridge earlyReading, CBMreading, and the Arizona Academic Standards Assessment (AASA) were analyzed. After matching students and establishing baseline equivalence, students using Spalding consistently outperformed comparison students when followed longitudinally from 2022-2023 to 2023-2024. Kindergarteners followed to 1st grade showed greater growth than matched comparison students ([eta-squared] = 0.02), and showed growth exceeding expected national growth benchmarks. Students starting in grades 2-4 and followed into grades 3-5 demonstrated significantly higher AASA scores than matched peers ([eta-squared] = 0.05 to 0.12). Spalding schools maintained consistent proficiency rates year-over-year while comparison schools showed declines. Results indicate Spalding's The Writing Road to Reading effectively supports literacy outcomes across elementary grade levels. | |
| 651 | 4 | |a Arizona | |
| 651 | 4 | |a United States--US | |
| 653 | |a Kindergarten | ||
| 653 | |a Elementary Secondary Education | ||
| 653 | |a Writing Instruction | ||
| 653 | |a Reading Instruction | ||
| 653 | |a Teaching Methods | ||
| 653 | |a Writing Achievement | ||
| 653 | |a Reading Achievement | ||
| 653 | |a Achievement Gains | ||
| 653 | |a Instructional Effectiveness | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Program Descriptions | ||
| 653 | |a Standardized Tests | ||
| 653 | |a Educational Legislation | ||
| 653 | |a Federal Legislation | ||
| 700 | 1 | |a Gross, Rachel | |
| 700 | 1 | |a Janakiefski, Laura | |
| 773 | 0 | |t Online Submission |g (2025) | |
| 786 | 0 | |d ProQuest |t ERIC | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3206846680/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full text outside of ProQuest |u http://eric.ed.gov/?id=ED671651 |