Title of Study:  Summative Evaluation of the Ready to Learn Initiative:  Preschool Teachers Can Use a Media-Rich Curriculum to Prepare Low-Income Children for School Success: Results of a Randomized Controlled Trial

Author(s): W.R. Penuel, S. Pasnik, L. Bates, E. Townsend, L.P. Gallagher, C. Llorente, N. Hupert

Summary:
This paper reports the results of a 10-week randomized controlled trial in low-income pre-school classrooms.  The early literacy curriculum included segments from PBS programs Super Why!, Sesame Street and Between the Lions, as well as online games and teacher-led activities.

Sponsoring entity(s): Education Development Center, Inc. and SRI International

Date conducted: 2009

Location of the study: This study can be accessed through the Center for Children and Technology website at http://cct.edc.org/ready_to_learn.asp.

Setting(s) addressed:

• Classroom

Targeted population(s):

• Pre-school

Primary sources of evidence used in the study or report:

• Subtests from the Phonological Awareness Literacy Screening
• An assessment developed by university researchers to measure knowledge of story and print concepts
• An assessment developed by the research team to capture knowledge of letters in students’ own names
• Coaching logs
• Teacher surveys

Primary Technology Application(s) Addressed:

• Educational television
• Interactive online games

Major education topic(s) addressed:

• Reading readiness
• Readiness for school

Major findings/conclusions:

• Students in classrooms participating the early literacy curriculum were significantly better at naming letters than control students.
• Students participating in the early literacy curriculum knew significantly more letter sounds than control students.
• Students participating in the early literacy curriculum scored better on tests of story and print concepts than control students.
• Students participating in the early literacy curriculum knew more letters in their own names than control students.

Practical implications of the findings:

• Factors other than curriculum were identified that correlated with early skills.  These included age in months, student ethnicity and mother’s education level.
• The professional development and coaching for teachers may have been an essential component of the success of the early literacy program.

Reviewer Comments:
Teachers participating in the early literacy curriculum received professional development, coaching, teachers’ guides, books and manipulatives used to promote literacy.  Control teachers received similar training and support for a science curriculum.  This design helped determine that the results were the result of the curriculum, not just excitement or frustration with the technology.