The Hill Reading Achievement Program Model Replication: Evaluation Results and Implications

• In Event: Roundtable Session 110
  In Roundtable Session: Evaluating Operational and Improvement Systems: Results and Implications

Abstract

The purpose of this presentation is to share the evaluation results of the Hill Reading Achievement Program as it was replicated in two school districts. The primary intended outcome of the program was to improve the reading achievement of elementary, middle, and high school students who needed reading remediation. Annual descriptive and inferential results have shown statistically significant gains on Letter-Word Identification, Reading Fluency, Passage Comprehension, and Word Attack subtests of the Woodcock-Johnson III Tests of Achievement for participating students in each district. Student achievement levels on the North Carolina End-of-Grade Reading Comprehension tests have shown a similar pattern of growth. Annual and longitudinal results, results regarding teacher implementation, limitations of the research, and implications for practice will be presented.

Authors

• Tamara M. Walser, University of North Carolina - Wilmington

• Michele A. Parker, University of North Carolina - Wilmington

• Emily R. Grace, University of North Carolina - Wilmington

• Christopher A. Bell, University of North Carolina - Wilmington

• Elisabeth T. Dowcett, University of North Carolina - Wilmington

• Michael E. Tart, University of North Carolina - Wilmington