Reading First Impact Study: Interim Report

The Reading First Impact Study was a congressionally mandated evaluation of the federal initiative Reading First. This program was established to help all children read at or above grade level by the end of third grade. This interim report examines the program's impacts on students' reading comprehension and teachers' use of scientifically based reading instruction. Some key findings include:

• On average, across the 18 participating sites, estimated impacts on student reading comprehension test scores were not statistically significant.
• On average, Reading First increased instructional time spent on the five essential components of reading instruction promoted by the program (phonemic awareness, phonics, vocabulary, fluency, and comprehension).
• Average impacts on reading comprehension and classroom instruction did not change systematically over time as sites gained experience with Reading First.

Find out more from the study at: http://ies.ed.gov/ncee/pubs/20084016/index.asp.

Citation: Gamse, B.C., Bloom, H.S., Kemple, J.J., Jacob, R.T., et. al. (2008). Reading First impact study: Interim Report (NCES 2008-4016). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.