TitleThe Enhanced Reading Opportunities Study: Early Impact and Implementation Findings
Publication TypeJournal Article
Year of Publication2008
AuthorsKemple, J, Corrin, W, Nelson, E, Salinger, T, Hermann, S
Date Published01/2008
Type of ArticleSecondary
Keywordsachievement gap, Adolescent, comprehension, GRADE, High School, Secondary, struggling readers

This report presents early findings from the Enhanced Reading Opportunities (ERO) study–a demonstration and rigorous evaluation of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. focuses on the first of two cohorts of ninth-grade students who will participate in the study and discusses the impact that the two interventions had on these students' reading comprehension skills through the end of their ninth-grade year. The report also describes the implementation of the programs during the first year of the study and provides an assessment of the overall fidelity with which the participating schools adhered to the program design specified by the developers. The key findings discussed in the report include the following: (1) On average, across the 34 participating high schools, the supplemental literacy programs improved student reading comprehension test scores; (2) Although they are not statistically significant, the magnitudes of the impact estimates for each literacy intervention are the same as those for the full study sample; and (3) Impacts on reading comprehension are larger for the 15 schools where the ERO programs began within six weeks of the start of the school year and implementation was classified as moderately or well aligned with the program model, compared with impacts for the 19 schools where at least one of these conditions was not met. The following are appended: (1) ERO Student Follow-Up Survey Measures; (2) Follow-Up Test and Survey Response Analysis; (3) Statistical Power and Minimum Detectable Effect Size; (4) ERO Implementation Fidelity; (5) Technical Notes for Early Impact Findings; (6) Early Impact Estimates Weighted for Nonresponse; (7) Early Impacts on Supplementary Measures of Reading Achievement and Behaviors; (8) Early Impacts for Student Subgroups; and (9) The Relationship between Early Impacts and First-Year Implementation Issues. (Contains 52 tables, 4 figures, and 121 footnotes.)