For this update, I looked at an evaluation of a school-based literacy intervention for early-grade readers. The study used a mixed-methods approach, combining pre- and post-tests with classroom observations and teacher interviews. What stood out to me was how the evaluation focused not just on reading gains but also on classroom factors like instructional time, routines, and teacher confidence.

One major strength of this evaluation was the use of multiple data sources, which gave a fuller picture than test scores alone. Baseline data also made it possible to track genuine growth. However, the study had limitations: it involved only one school, relied heavily on teacher self-reports, and measured only short-term outcomes.

If I were to design a similar evaluation, I would include more schools, follow students over a longer period, and add student reflections to capture their experiences. Overall, this evaluation shows the importance of looking beyond numbers and paying attention to the learning processes that actually shape student progress.

Reading Rockets. (2021). Early Literacy Intervention: Classroom Evaluation [Video]. YouTube. https://youtu.be/placeholder