BCIRC has potentially positive effects on reading achievement for Spanish-speaking English language learners (effect size 0.61, not statistically significant after clustering correction)¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
Currency · newest study 2007 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i2 Third-grade English language learners in BCIRC scored higher on the NAPT reading scale than comparison students, with an effect size of 0.61 that was not statistically significant after correction for clustering. → Bilingual Cooperative Integrated Reading and Composition 2007
Evidence¶
Bilingual Cooperative Integrated Reading and Composition 2007¶
Bilingual Cooperative Integrated Reading and Composition. (2007). WWC Intervention Report. U.S. Department of Education, What Works Clearinghouse. https://eric.ed.gov/?id=ED405428
q2 · i2 · causal · r2
WWC calculations for the Calderón, Hertz-Lazarowitz, and Slavin (1998) quasi-experimental study: adjusted mean NAPT reading scores of 33.16 for the BCIRC group versus 23.83 for comparison among 85 posttested third graders, with a printed effect size of 0.61 ("0.61 ns +23"). The WWC rated the effect substantively important but could not confirm statistical significance after correcting for clustering.
"Norm-Referenced Assessment Program for Texas—Reading Grade 3 85 33.16 (15.44) 23.83 (14.98) 9.33 0.61 ns +23"
Discussion¶
Learner Variables¶
- English-Learner Status — moderator: an instructional effect differs with it
Related Claims¶
- Teaching students in a language they understand benefits both language learning and broader learning — the general claim this finding bears on, with the studies behind it
- A larger percentage of BCIRC students met the bilingual education exit criterion in language (39% versus 21%), not statistically significant — related
- A larger percentage of BCIRC students met the bilingual education exit criterion in reading (32% versus 10%) — related
- BCIRC has potentially positive effects on English language development (effect size 0.29, not statistically significant) — related
- Two years of BCIRC exposure is associated with larger reading gains than one year (effect size 0.87 significant versus 0.33 non-significant) — related
- In a five-year quasi-experimental study, the intervention program showed a statistically significant positive effect on fifth-grade reading performance assessment but not on the CTBS Reading subtest — related
- Dual language programs improved English literacy achievement, with a potentially positive effects rating based on one study — related
- Everyday Mathematics® has potentially positive effects on mathematics achievement for primary students, with a substantively important but statistically non-significant effect size of 0.27 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
bcirc-potentially-positive-reading-achievement |
title |
BCIRC has potentially positive effects on reading achievement for Spanish-speaking English language learners (effect size 0.61, not statistically significant after clustering correction) |
description |
BCIRC has potentially positive effects on reading achievement for Spanish-speaking English language learners (effect size 0.61, not statistically significant after clustering correction) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — bilingual-cooperative-integrated-reading-and-composition-2007 |
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