Date created: | Last Updated:

Category: Project

Description: To examine the effects of LETRS (Language Essentials for Teachers of Reading and Spelling) on teacher knowledge, teacher instructional practice, and student literacy outcomes; moderation of effects by characteristics of the implementation context, moderation of effects by implementation inputs, activities, and outputs; mediation of effects via teacher knowledge and teacher practice, and cost effectiveness. Research questions are as follows: 1. What is the efficacy of LETRS relative to a BAU comparison condition on teacher knowledge, teacher instructional practice, and student literacy outcomes? 2. Are effects of LETRS moderated by implementation context, such as student characteristics (e.g., English learner [EL] status, baseline skills, poverty status), teacher characteristics (years of teaching, baseline teacher knowledge), and school characteristics (e.g., % of students receiving free and reduced-price lunch, % EL, leadership support)? 3. What implementation inputs, activities, and outputs (e.g., determinants of implementation such as end user perceptions of need, acceptability, feasibility, design quality, facilitators and barriers to implementation) are associated with impacts? 4. Are effects of LETRS on student outcomes mediated by teacher knowledge and instructional practice? 5. What is the total cost and cost-effectiveness of LETRS?