Evaluating an Early Literacy Intervention for Beginning Readers

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Impact of Early Childhood Programs on Math, Literacy, and Problem-Solving (Table 33)

Abstract

The purpose of this paper is to share the preliminary results of an external evaluation of “Early Literacy Intervention” (ELI) at the midpoint of a four-year project to scale it and test its effectiveness, a period that happened to coincide with schools just beginning to return to normal post-lockdowns. The results of this preliminary evaluation can add to the growing evidence base about what works for beginning readers with or at-risk of reading difficulties; evidence which is so critically needed at this time.

Authors

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

• Emily M. Rodgers, The Ohio State University

• Daniel Litwok, Abt Associates Inc.

• Linda Caswell, Abt Associates Inc.

• Katherine M. Shilling, The Ohio State University