References

Studies that fall outside the Beginning Reading protocol or do not meet evidence standards:

Farrell, D., & Reed, D. (1999). “Invitations to Literacy: Results of the first-year implementation survey.” Paper presented at the Annual Meeting of the California Educational Research Association, Monterey, CA, November 17–19, 1999. The study is ineligible for review because it does not use a comparison group.

Foorman, B. R., Schatschneider, C., Eakin, M. N., Fletcher, J. M., Moats, L. C., & Francis, D. J. (2006). The impact of instructional practices in grades 1 and 2 on reading and spelling achievement in high poverty schools. Contemporary Educational Psychology, 31(1), 1–29. The study is ineligible for review because it does not examine the effectiveness of an intervention. This study evaluates the impact of teaching/instructional practices on literacy skills.

Menon, S., & Hiebert, E. H. (2005). A comparison of first graders’ reading with little books or literature-based basal anthologies. Reading Research Quarterly, 40(1), 12–38. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Moustafa, M., & Land, R. E. (2002). The reading achievement of economically disadvantaged children in urban schools using Open Court vs. comparably disadvantaged children in urban schools using non-scripted reading programs. Retrieved from http://instructional1.calstatela.edu/mmousta/The_Reading_
Achievement_of_Economically_Disadvantaged_Children_in_Urban_Schools_
Using_Open_Court.pdf. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

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