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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2006 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Fifth-grade English language learners in the intervention program scored significantly higher than comparison students on performance assessment (effect size 0.94), while the CTBS Reading difference (effect size 0.63) was not statistically significant after WWC corrections. → 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 · i2 · causal · r2

Longitudinal quasi-experimental study comparing 42 intervention and 42 comparison English language learners matched on first-grade Spanish reading and language scores. Appendix A3.1 reports performance assessment effect size 0.94 (improvement index +33, significant) and CTBS Reading effect size 0.63 (improvement index +24, ns after corrections for clustering and multiple comparisons).

"Saunders (1999) reported a statistically significant difference favoring the fifth grade intervention group on performance assessment. The WWC confirmed the statistical significance of this finding."

Discussion¶

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