Adaptive READS had no significant main effect on teachers' incorporation of READS-related practices into regular classroom practice, but the effect differed significantly by prior READS experience, positive for experienced teachers and statistically zero for novices¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Adaptive condition had no significant main effect on the READS-related literacy practices index (positive coefficient of .21 sd). → Quinn 2016 q3 i? The effect of Adaptive READS on classroom practice differed significantly by prior READS experience: positive and significant (.57 sd, p=.05) for experienced teachers, negatively signed and statistically zero for teachers new to READS. → Quinn 2016 (2)

Evidence¶

Quinn 2016¶

Quinn, D. M., & Kim, J. S. (2016). Predictors and Moderators of Teacher Learning and Changes in Practice: Evidence from a Randomized Trial of a Teacher-Adapted Literacy Program. SREE Spring 2016 Conference abstract. https://eric.ed.gov/?id=ED567622

q3 · i? · causal · r2

OLS regression on a standardized PCA index of READS-related literacy practices used outside of READS (Table 4, column 1, N=120), controlling for randomization bloc with school-clustered standard errors.

"the Adaptive condition had no significant effect on this outcome (with a positive coefficient of .21 sd)"

Quinn 2016 (2)¶

Quinn, D. M., & Kim, J. S. (2016). Predictors and Moderators of Teacher Learning and Changes in Practice: Evidence from a Randomized Trial of a Teacher-Adapted Literacy Program. SREE Spring 2016 Conference abstract. https://eric.ed.gov/?id=ED567622

q3 · i? · causal · r2

Same models with an AdaptiveREADS Experience interaction (printed coefficient 0.812, p<0.05, Table 4 column 2); the interaction is depicted graphically in Figure 2. The article prints the conditional effect as .57 sd, p=.05, a regression coefficient rather than a standardized effect size, so no effect-size magnitude is coded.

"The effect of condition was negatively signed and statistically zero for teachers new to READS, and was positive and significant (.57 sd, p=.05) for teachers experienced with READS"

Discussion¶

Related Claims¶

• Intervention management approach (adaptive vs. fidelity) had no significant main effect on teachers' self-reported literacy-related learning, but teachers new to READS reported learning more than experienced teachers (ES=.51 sd) — related
• The effect of Adaptive READS versus Core READS on teachers' intervention-related literacy learning depends on teachers' prior experience with Core READS, supporting the scaffolded hypothesis — related
• Adaptive READS showed no significant main effect on teachers' literacy-related learning or on their READS-related classroom literacy practices — related
• The effect of Adaptive READS on teachers' literacy practices outside of READS was stronger when teachers were on implementation teams with more collective READS experience — related