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It describes the national competition’s goals: raising adolescent literacy in Title I schools and building a scientific research base using an experimental design. The report explains two intervention forms based on students’ reading needs, the fidelity and lesson-completion evaluation approach, and the study’s random assignment to intervention versus control conditions, followed by participating schools and student characteristics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/washington-striving-readers-year-1-evaluation-report-executive-summary/583432/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/washington-striving-readers-year-1-evaluation-report-executive-summary/583432.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the federal purpose of the Striving Readers second-round competition?","Question",{"text":112,"@type":113},"The competition aimed to raise middle and high school students’ literacy levels in Title I-eligible schools and to build a scientific research base through required experimental study designs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did Washington structure the intervention for struggling readers?",{"text":117,"@type":113},"Washington used two forms based on students’ reading needs: Group 1 combined Phonics Blitz with Read to Achieve, while Group 2 used Read to Achieve throughout the year.",{"name":119,"@type":110,"acceptedAnswer":120},"How was the evaluation designed to measure impact?",{"text":121,"@type":113},"Eligible students were randomly assigned to either receive the intervention or participate in a control condition. The study also assessed implementation components such as professional development support, fidelity, and lesson completion.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583432,1792070838,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Washington Striving Readers Year 1 Evaluation Report  \nJune 30, 2012  \nTheresa Deussen, Ph.D.  \nCaitlin Scott, Ph.D. Kari Nelsestuen Angela Roccograndi  \nAnn Davis  \n101 SW Main Street, Suite 500 Portland, OR 97204 [educationnorthwest.org](educationnorthwest.org)  \nEducation Northwest (formerly Northwest Regional Educational Laboratory) was founded more than 40 years ago as a nonprofit corporation. Our mission is to improve learning by building strong schools, families, and communities. We draw on many years of experience designing and conducting educational and social research, as well as providing consultation for a broad array of research and development efforts. One of our particular areas of focus is the evaluation of literacy initiatives.  \nWe are located in downtown Portland, Oregon, but much of our work takes us around the five state Northwest region (Alaska, Idaho, Montana, Oregon, and Washington) . We also conduct work in other states and on national projects.  \nContact  \nEducation Northwest  \n101 SW Main, Ste. 500 Portland, OR. 97204 [http://educationnorthwest.org](http://educationnorthwest.org)[ ](http://educationnorthwest.org)503.275.9500  \nProject Lead  \nTheresa Deussen  \nCover photo copyright: Dee Dixon  \nExecutive Summary  \nIn 2009, the U.S. Department of Education conducted a competition for a second round of Striving Readers grants. Its dual purpose was to:  \n􀁸 Raise middle and high school students’ literacy levels in Title I–eligible schools with significant numbers of students reading below grade level.  \n􀁸 Build a strong, scientific research base for identifying and replicating strategies that improve adolescent literacy skills through a required experimental study design.  \nThe competition invited states to adopt an intervention program designed to improve the reading of struggling adolescent readers. It required that the intervention be implemented in 10 or fewer middle or high schools and evaluated using an experimental design. The Office of Superintendent of Public Instruction (OSPI), Washington’s state education agency, joined together with evaluators at Education Northwest to submit a proposal for the competition. Washington state was one of just eight states to be awarded Striving Readers grants in the second round.  \nThe grant originally included a planning year, followed by three years of implementation in selected schools. However, Congress eliminated the funding for the program in spring 2011, three-quarters of the way through the first year of implementation. Existing funding was sufficient to complete the first year of program implementation and data collection, but the second and third years of implementation did not take place. Therefore, this Year 1 evaluation report is the only report about the program’s implementation and outcomes.  \nThe Washington Striving Readers Intervention  \nEach state that won a Striving Readers grant had to select an intervention to serve struggling readers (defined as students reading at least two years below grade level) . In Washington, state project staff decided to focus on middle school and designed a program that took one of two different forms, depending on students’ reading skills and specific challenges. As illustrated in Figure 1, Group 1 consisted of students who had difficulty with phonics and decoding, where they spent the first part of the year working in the Phonics Blitz program (Really Great Reading, 2010). They then moved into the Read to Achieve program (Marchand-Martella & Martella, 2010), a program that concentrated on vocabulary and reading comprehension strategies. Group 2 consisted of students who did not need phonics intervention; they spent the entire year working in Read to Achieve.  \nFigure 1  \nEligibility of Struggling Readers for One of Two Forms of the Striving Readers Intervention  \nEvaluation Design  \nAs the evaluators, we worked closely with state project staff and intervention program authors in the planning year to design the st","cbCaic5nLPcBmR3W","https://ap.wps.com/l/cbCaic5nLPcBmR3W","pdf",3211582,94,"English","# Executive Summary\n## The Washington Striving Readers Intervention\n## Evaluation Design\n## Participating Schools and Students","[{\"question\":\"What was the federal purpose of the Striving Readers second-round competition?\",\"answer\":\"The competition aimed to raise middle and high school students’ literacy levels in Title I-eligible schools and to build a scientific research base through required experimental study designs.\"},{\"question\":\"How did Washington structure the intervention for struggling readers?\",\"answer\":\"Washington used two forms based on students’ reading needs: Group 1 combined Phonics Blitz with Read to Achieve, while Group 2 used Read to Achieve throughout the year.\"},{\"question\":\"How was the evaluation designed to measure impact?\",\"answer\":\"Eligible students were randomly assigned to either receive the intervention or participate in a control condition. The study also assessed implementation components such as professional development support, fidelity, and lesson completion.\"}]","Washington Striving Readers Year 1 Evaluation Report - Executive Summary | PDF",1792047208,237]