In the article Literacy Achievement in Small Grade 1 Classes in
High-Poverty Environments, researchers,  Margaret Haughey
Fern Snart and, Jose da Costa, “explored the influence of three interventions on the literacy achievement of grade-1 students in 10 schools in high poverty environments: small class size, a focus on literacy,and teachers’ continuing professional development.” (Haughey, Snart, and Costa 2001, 301).The researchers conducted the study in order to, examine ways in which  to enhance academic
achievement, most importantly in literacy development, for students coming from low-socioeconomic backgrounds. The researchers specifically examined the impact of three
interventions. The interventions included the following: small class size, a focus on literacy,  and continuing professional development – on the growth and achievement of grade-1 students in 10 Edmonton public schools in high-poverty, and high-transiency
environments. The study, lasted from January to June 2000, started with small classes of 15 or fewer students at the grade 1 level in 10 schools,

In order to conduct the study the researchers asked the following questions: Did small classes enhance students’ literacy achievement? How important was teachers’ continuing professional development in enhancing students’ literacy achievement? What was the influence of small classes on teachers’ classroom practices? In order to answer the research question, Haughey, Snart, and Costa used test results, individual interviews with
teachers in their classrooms, and monthly group sessions with the teachers. In order to obtain test scores the researchers pulled from writing tests, which the district annually administers. The tests consists of two measures, a writing component and
a reading comprehension test. The tests are given to every students using what it
calls the Highest Level of Achievement Tests (HLAT).

The researchers analyzed the data by analyzing the interviews,
observations, group meetings, case studies, and instructional  materials. The team then coded and then categorized the transcribed audiotaped data.

The research conducted by this group of researchers will help with the current study by providing the insight from teachers. Teachers are spending the most time with their students and are able to share the experiences they have with each students learning processes and achievement levels.