The intervention showed substantively important but WWC-unconfirmed effects on English language development, with non-significant CTBS Language and Writing outcomes¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2006 · checked against its sources 2026-10-18 (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 i? Saunders (1999) reported a statistically significant difference favoring the intervention group on English language development, but the WWC could not confirm the significance; the domain average effect size was 0.61 with individual outcomes (CTBS Language 0.56, Writing 0.66) not statistically significant. → What Works Clearinghouse 2006
Evidence¶
What Works Clearinghouse 2006¶
What Works Clearinghouse, U.S. Department of Education. (2006). Instructional Conversations and Literature Logs — WWC Intervention Report. http://crede.berkeley.edu/research/crede/research/llaa/1.5pubs.html
q2 · i? · causal · r2
Quasi-experimental study of 84 fifth-grade English language learners. Appendix A3.2 reports CTBS Language effect size 0.56 (ns, improvement index +21) and Writing effect size 0.66 (ns, +24), domain average 0.61. The report states the effect "was substantively important" despite unconfirmed significance.
"Saunders (1999) reported a statistically significant difference favoring the fifth grade intervention group on English language development. The WWC, however, was not able to confirm the statistical significance of this finding."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
- English-Learner Status — outcome: instruction changes it
Related Claims¶
- Greenwood et al. (1993) reported a statistically significant CWPT effect on CTBS-Reading, but the WWC-corrected analysis was not statistically 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
- VIP shows no statistically significant or substantively important impacts on PPVT-R and Morphology outcomes for English language learners — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ic-ll-english-language-development-unconfirmed |
title |
The intervention showed substantively important but WWC-unconfirmed effects on English language development, with non-significant CTBS Language and Writing outcomes |
description |
The intervention showed substantively important but WWC-unconfirmed effects on English language development, with non-significant CTBS Language and Writing outcomes |
status |
review |
evidence_strength |
weak |
newest_evidence |
2006 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2006 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.