Claims

Doors to Discovery™ shows potentially positive effects on preschool print knowledge, with mixed findings across two studies

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i1 small
Currency · newest study 2013 · not yet checked against its sources · 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.

q3 i1 In one study the print knowledge effect was positive and substantively important (Get Ready to Read! 1.01; Concepts of Print 0.37) but not statistically significant, while a second larger study found an indeterminate effect (0.08). → Doors to Discovery™ WWC Intervention Report 2013 q3 i? Across both studies the domain-average print knowledge effect size was 0.39 (improvement index +15), rated potentially positive with medium-to-large extent of evidence. → Doors to Discovery™ WWC Intervention Report 2013

Evidence

Doors to Discovery™ WWC Intervention Report 2013

Doors to Discovery™ WWC Intervention Report, U.S. Department of Education, What Works Clearinghouse. (2013). Doors to Discovery™ Intervention Report, Early Childhood Education. https://ies.ed.gov/ncee/wwc/InterventionReport/153

q3 · i1 · quant-synthesis · r1

WWC synthesis of two studies: the Christie et al. (2003) RCT (37 children) and the Assel et al. (2007) RCT (365 children). Christie effects were "positive and substantively important, but not statistically significant" (effect sizes 1.01 and 0.37); the Assel WJ-III Letter-Word Identification effect was 0.08, indeterminate. Domain average across studies: 0.39.

"the difference between the Doors to Discovery™ group and the comparison group on Get Ready to Read! (1.01) and the Developing Skills Checklist–Concepts of Print subtest (0.37) is positive and substantively important, but not statistically significant according to WWC criteria"

Discussion

Learner Variables

Page metadata
Field Value
type claim
id doors-to-discovery-potentially-positive-print-knowledge
title Doors to Discovery™ shows potentially positive effects on preschool print knowledge, with mixed findings across two studies
description Doors to Discovery™ shows potentially positive effects on preschool print knowledge, with mixed findings across two studies
status review
evidence_strength mixed
newest_evidence 2013
generated by process:wiki-ingest on 2026-10-07
trust unverified — no one has confirmed this page's content
sources 1 — doors-to-discovery-wwc-intervention-report-2013

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