In a blended learning program, matched kindergarten ELs and non-ELs showed significant aimsweb growth with no difference between groups¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Kindergartners grew significantly on aimsweb Letter Naming Fluency over Year One, and the time × EL status interaction was not significant. → Elizabeth R. Kazakoff 2018

Evidence¶

Elizabeth R. Kazakoff 2018¶

Elizabeth R. Kazakoff, Paul Macaruso, Pam Hook. (2018). Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners. Education Tech Research Dev 66:429–449. https://doi.org/10.1007/s11423-017-9565-7

q2 · i? · associational · r2

Repeated measures ANOVA on 82 kindergartners (41 EL, 41 non-EL) matched on grade, Core5 placement, and BOY tier status. The overall effect of time was significant (F(1,79) = 181.981, p < 0.001); the interaction was not, with "f = 0.11"; no standardized effect size for the group contrast is printed.

"Both the overall effect of EL status ( F(1,79) = 1.762, p = 0.188; f = 0.14) and the interaction between time and EL status were not significant (Greenhouse–Geisser adjusted F(1,79) = 0.910, p = 0.343; f = 0.11), indicating that ELs did not differ from non-ELs and the two groups grew at a similar pace"

Discussion¶

Related Claims¶

• Over two school years of blended learning, ELs and non-ELs in grades 2–5 showed significant R-CBM growth at a similar pace — related
• More than 80% of at-risk ELs and non-ELs moved up at least one aimsweb tier during the second year of blended learning — related
• At-risk (Tier 3) ELs and non-ELs showed similar, substantial improvement in aimsweb tier status after one year of blended learning — related
• First-grade ELs in the blended learning program significantly outperformed matched non-ELs on aimsweb by end of Year One — related