Realigning Early Reading Instruction with Research: A Preliminary Evaluation of Two Research-Based Early Reading Programs

Abstract

Early reading instruction is foundational to children’s success in school and in life. Early reading abilities predict long-term reading and other academic outcomes (e.g., Cunningham & Stanovich, 1997; Hernandez, 2011; Juel, 1988). Recent estimates show that only thirty-five percent of U.S. fourth graders are proficient readers, and the proportion of children of color and children experiencing poverty who are proficient readers is even smaller (NAEP, 2019). Despite decades of research, policy action, and other attempts to improve early reading outcomes, the most common curricula and texts used in early reading instruction do not tend to be research-tested, nor are they necessarily reflective of literacy research (EdWeek, 2019; Hiebert, 2017; Simba Information, 2017). Developing more research-aligned curricula and texts to support children in early reading is utterly essential to increase the proportion of students experiencing success. This dissertation consists of two stand-alone manuscripts that attempt to add to understandings, both in research and practice, about improving early reading instruction. Both papers are also related as preliminary attempts to estimate the impact of reading programs. The first paper presents a clustered observational study of the implementation of a new type of multiple criteria texts and accompanying instruction in first-grade classrooms in a large, metropolitan school district in the northeastern United States. The texts attended to children’s learning of phonics and content, as well as attempting to privilege culturally relevant topics and characters. Unfortunately, due to the impact of COVID-19, only a fraction of the intervention was able to be implemented. Not surprisingly, then, compared to other schools in the district, the ten volunteer treatment schools’ students did not have statistically significantly different word reading gains in the first half of first grade. Exploratory fidelity evidence suggests texts implemented along with in-the-moment phonics-focused word reading instruction may have the potential to improve word reading outcomes. There is a need for continued future research of multiple criteria texts. The second manuscript presents a pre/post-test study of a summer literacy program, the Freedom Schools Literacy Academy (FSLA), a summer program designed to support Black elementary schoolers’ reading and racial identity development. This summer program combines research-based reading instruction within a culturally responsive framework. The preliminary evaluation of the virtual/distance-learning version of this program investigated the effects of the program for 83 children in listening comprehension, word reading, oral reading fluency, and racial attitudes. Results indicated that program participation resulted in statistically significant growth in all areas. Findings indicate the promise of this program, and, more broadly, the potential to support simultaneously support children’s foundational reading abilities, comprehension, and development of a positive racial identity. This dissertation preliminarily evaluates two new programs/interventions to support early reading. These papers add to the limited knowledge base on the intersection of culturally responsive practices and research-based early literacy instruction. Both studies, furthermore, supported the translation of research into practice by evaluating promising programs that remain in place, continue to be improved upon, and are ripe for further research in a post-pandemic context.