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Investigating the Experimental Impact of the Scholastic READ 180 on Low-Achieving Incarcerated Youth
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| Presenter(s):
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| Jing Zhu, Metis Associates, jzhu@metisassoc.com
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| William Loadman, The Ohio State University, loadman.1@osu.edu
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| Richard Lomax, The Ohio State University, lomax.24@osu.edu
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| Raeal Moore, National Center for Educational Achievement, rmoore@nc4ea.org
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| Abstract:
Greater emphasis has been placed upon enhancing literacy skills and achievement of struggling adolescent readers. This study investigated if the Scholastic READ 180 program had a meaningful impact on the reading achievement of low-performing incarcerated youth in the state of Ohio, when salient covariates were controlled for their influences. The study was based on a randomized controlled trial design in which the intent-to-treat (ITT) youth were randomly assigned to either the experimental group or a comparison group being instructed by traditional English class. Hierarchical linear modeling was conducted based on the data collected during four school years (2006-2010). Both cross-sectional and longitudinal data analyses indicated that the ITT incarcerated youth exposed to the READ 180 program significantly outperformed their comparison counterparts. The findings from the analyses of multiple reading outcomes consistently supported this conclusion. Issues related to multiple comparisons were also discussed.
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