The WWC rates Instructional Conversations and Literature Logs as having potentially positive effects on reading achievement and English language development¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Based on two studies meeting standards with reservations, the WWC found potentially positive effects on reading achievement (average improvement index +29 percentile points, range +24 to +33) and English language development (+23, range +21 to +24). → 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

q3 · i? · quant-synthesis · r?

Systematic WWC synthesis of two studies (one randomized controlled trial, one quasi-experiment), both meeting evidence standards with reservations. The rating fell short of "positive effects" because no study met standards for a strong design; no studies showed negative effects. The average reading achievement improvement index was +29 percentile points and English language development +23.

"Based on these two studies, the WWC found the intervention to have potentially positive effects on reading achievement and potentially positive effects on English language development."

Discussion¶

Related Claims¶

• Some classroom discussion approaches improve text comprehension, but gains are not uniform across approaches and more student talk alone does not produce them — the general claim this finding bears on, with the studies behind it
• The WWC improvement index is +31 percentile points for English language development and +3 percentile points for reading achievement — related
• The WWC rates Reading Mastery as having potentially positive effects on the reading achievement of English language learners — related
• Instructional Conversations and Literature Logs produce statistically significant positive effects on factual and interpretive story comprehension in a short-term randomized trial with English language learners — related
• Peer Tutoring and Response Groups has positive effects on English language development for English language learners, with an average improvement index of +17 percentile points — related
• The WWC rates Project CRISS® as having potentially positive effects on comprehension for adolescent learners, with an average improvement index of +20 percentile points — related
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• The average improvement index for PALS on reading achievement for English language learners is +12 percentile points, ranging from +5 to +25 across findings — related
• The average improvement index for Arthur in English language development is +11 percentile points, ranging from –5 to +17 across findings — related
• When implemented alone, neither Literature Logs nor Instructional Conversations produced statistically significant comprehension effects, in contrast to the combined intervention — related