SCHOLASTIC LITERACY
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• Significant program impacts were evidenced in Grades 3 and 4, with students in these grades outgaining comparison students by nearly 1 point. No other significant program impacts were observed. • Teacher perceptions of Scholastic Literacy were generally favorable, especially in relation to student engagement and achievement. • Similarly, teachers reported overwhelmingly positive experiences of using Scholastic Literacy in their classrooms, with high program implementation fidelity generally being observed and reported. • Teacher attitudes toward Scholastic Literacy were also generally favorable, especially relating program elements promoting structure and routine in the classroom.
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