Addressing Inequities in Foundational Literacy: Impacts of K–3 Professional Development on Student Literacy Achievement (Poster 4): Division H - Section 1: Applied Research in Schools, 11:44 AM

• In Event: e-Lightening Ed-Talk Session 17

Abstract

This study examined the impact of K-3 foundational literacy skills professional development on student literacy achievement in an urban district and utilized a mixed-methods, quasi-experimental design. 1547 K-3 students of Literacy Laureate teachers (e.g., treatment group) were matched on demographics and baseline literacy scores with 1547 K-3 students of non-Literacy Laureate teachers (e.g., comparison group). Pre/post results revealed K-3 treatment students significantly outperformed comparison students on iReady scores in Overall Reading, Phonics, and Vocabulary—as well as 3rd grade students’ state achievement reading scores. Further, 1st and 3rd grade treatment students achieved higher levels of proficiency on iReady than comparisons. This research highlights a potential part of “the solution” to dismantling racial inequities and achievement gaps in foundational literacy skills.

Authors

• Carolyn R. Kaldon

• Robert McKinney, University of Memphis

• Todd Zoblotsky, University of Memphis