Effects of a Theoretically Based Large-Scale Reading Intervention in a Multicultural Urban School District

In 1997, Lindamood-Bell Learning Processes partnered with Pueblo School District 60 (PSD60), a heavily minority urban district with many Title I schools, to implement a theoretically based initiative designed to improve Colorado Student Assessment Program reading scores. In this study, the authors examined achievement in Grades 3–5 during the years 1998–2003. PSD60 schools and schools statewide were compared through a series of repeated measures analyses of covariance controlling for school size, percentage of minority students enrolled, socioeconomic status, and the amount of time a school was included in the intervention. Statistically significant and increasing gains favoring the Lindamood-Bell reading intervention were found both overall and in analyses of Title 1 schools.