The Reading First Initiative: How Did Advanced Readers Fair?

• In Event: Roundtable Session 25
  In Roundtable Session: Programs for the Gifted, Creative, and Talented

Abstract

The study’s purposes were: (a) to assess the longitudinal growth of advanced primary readers as compared to their non-advanced reading peers over a three-year timeframe, and (b) to determine the degree to which RF classrooms addressed the reading needs of advanced primary readers. Using multilevel growth modeling, results indicated that all readers grew; however, advanced readers grew the least. Qualitative findings revealed four themes: (a) strict adherence to adopted basal readers defined program fidelity, (b) compromises in curriculum and instruction limited opportunities for advanced readers, (c) degree of fit between the core basal readers and advanced readers resulted in lack of challenge, and (d) varied understandings (and misunderstandings) surrounding differentiated instruction led to limited rigor for advanced readers.

Authors

• Catherine M. Brighton, University of Virginia

• Tonya R. Moon, University of Virginia

• Francis Howard Lim Huang, University of Missouri - Columbia