1st graders in Amplify Science intervention classrooms performed similarly to comparison classrooms on a standardized reading assessment (effect size below 0.01)¶

Claim · All claims
Evidence · 1 study · causal r2 · q4
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? There were essentially no differences in standardized Iowa reading performance between intervention and comparison students at year's end, with an effect size below 0.01. → Harris 2023

Evidence¶

Harris 2023¶

Harris, C. J., Murphy, R., Feng, M., & Rutstein, D. (2023). Supporting science learning and literacy development together: Initial results from a curriculum study in 1st grade classrooms. WestEd. https://eric.ed.gov/?id=ED638494

q4 · i? · causal · r2

The randomized trial found intervention and comparison students "essentially no differences in performance" on the standardized Iowa reading assessment at end of year; initial reading benchmark scores showed no significant baseline differences between groups.

"there were essentially no differences in performance between 1st grade students in intervention and comparison classrooms on the standardized Iowa reading assessment. The effect size was below 0.01."

Discussion¶

Related Claims¶

• Amplify Science intervention showed only a small, non-significant effect on a standardized science assessment distal to the NGSS (g = 0.09) — related
• 1st graders in Amplify Science intervention classrooms significantly outperformed comparison classrooms on an NGSS-focused three-dimensional science learning assessment (g = 0.24)
• 1st graders in Amplify Science intervention classrooms significantly outperformed comparison classrooms on science vocabulary in-use (g = 0.46)