Evaluating HEROES: An Early Literacy Intervention for Beginning Readers With Individualized Education Programs

• In Event: 45.037 - Early Education and Literacy: Teacher and Student Language Backgrounds and Reading Growth

Abstract

We analyze data from three quasi-experiments conducted in public schools in four different states in three consecutive school years 2015-2016, 2016-2017, and 2017-2018. We examine the effects of a pioneering early literacy intervention designed to increase reading achievement for beginning readers with IEPS. We employ two-level models to capture the nesting of students within schools. Results indicate a positive and statistically significant treatment effect on reading outcomes. The magnitude of the beneficial treatment effect on the composite reading outcome is larger than one-quarter of a standard deviation which suggests a meaningful treatment effect.

Authors

• Spyros Konstantopoulos, Michigan State University

• Jerome V. D'Agostino, The Ohio State University

• Emily M. Rodgers, The Ohio State University