First-grade ELs in the blended learning program significantly outperformed matched non-ELs on aimsweb by end of Year One¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2018 · 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.
q2 i? The time × EL status interaction on Nonsense Word Fluency was significant, with ELs significantly better than non-ELs at end of year (p < 0.01) after matching at beginning of year. → 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
RMANOVA on 244 first graders (122 EL, 122 non-EL) on the NWF subtest. The interaction between EL status and time was significant (Greenhouse–Geisser adjusted F(1,241) = 5.743, p < 0.05); post-hoc tests showed "ELs performed significantly better than non-ELs at the end"; no standardized effect size for the post-hoc contrast is printed.
"Post-hoc testing with Bonferonni corrections indicated that ELs were not significantly different from non-ELs in the beginning of the Year One study ( p = 0.195), but ELs performed significantly better than non-ELs at the end of the Year One study ( p \ 0.01)."
Discussion¶
Related Claims¶
- In a blended learning program, matched kindergarten ELs and non-ELs showed significant aimsweb growth with no difference between groups — related
- At-risk (Tier 3) ELs and non-ELs showed similar, substantial improvement in aimsweb tier status after one year of blended learning — related
- 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
- Students' learning performance in the rural school improved significantly after two years of Blended Synchronous Classroom practice — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
first-grade-els-outperform-non-els-blended-learning |
title |
First-grade ELs in the blended learning program significantly outperformed matched non-ELs on aimsweb by end of Year One |
description |
First-grade ELs in the blended learning program significantly outperformed matched non-ELs on aimsweb by end of Year One |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elizabeth-r-kazakoff-2018 |
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