Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W. et al. (2008). The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement (NCEE Report 2008-4031). Washington, DC: National Center for Educational Evaluation and Regional Assistance, Institute of Education Sciences.

has been cited by the following article:

• TITLE: Learning to Improve: Report of a Three-Year Capacity-Building Project Leveraging Professional Development + Coaching to Improve Third-Grade Reading Outcomes

  AUTHORS: David D. Paige, Grant S. Smith, Theresa Magpuri-Lavell

  KEYWORDS: Teacher Capacity Building, Foundational Reading Skills, At-Scale Reading Improvement

  JOURNAL NAME: Advances in Literary Study, Vol.7 No.4, October 14, 2019

  ABSTRACT: This study reports the results of a three-year capacity building effort to improve core reading knowledge and practice in 165 third-grade teachers working in 63 urban schools and its effects on student reading outcomes. Teachers volunteered to participate in one or two years of professional development lasting from 90 to 180 hours. Core reading knowledge among teachers resulted in statically significant growth with generally large effect sizes. Three cohorts of third-grade students taught by participating teachers were assessed on multiple measures of reading at the beginning and end of each school year. Results for within-year improvement showed large effects on all student outcomes. Analysis of the magnitude of student gains between the three years found that for two of the four measures gains in year one were exceeded in years two and three. Implications for professional training to facilitate improved reading outcomes are discussed.