A greater percentage of KITS children than services-as-usual children moved into the low-risk category for reading difficulties on DIBELS and CAPT benchmarks over the summer.¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On DIBELS LNF the KITS group gained 7% in low-risk children while the SAU group decreased 4% (z = 2.80, p < .05); on ISF the KITS gain was 8% versus 2% (z = 2.00, p < .05); on CAPT the KITS gain was 6% versus 0% (z = 3.00, p < .05). → Pears 2016

Evidence¶

Pears 2016¶

Pears, K. C., Kim, H. K., Fisher, P., & Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15-27. https://doi.org/10.1016/j.jsp.2016.05.004

q3 · i? · causal · r2

Descriptive benchmark analysis comparing percentages at low risk at T1 and T2 using kindergarten fall DIBELS benchmarks and CAPT stanines. The article reports the LNF contrast (z = 2.80, p < .05) and similar significant contrasts on ISF (z = 2.00) and CAPT (z = 3.00).

"for the DIBELS LNF subscale, there was a 7% increase in the number of children at low risk for reading difficulties in the KITS group across the summer, while for the SAU group, there was a 4% decrease (or a 0% increase). This difference was significant using a z-test of proportions for two independent samples with unpooled variance (z = 2.80, p < .05)."

Discussion¶

Related Claims¶

• The difference between KITS and services-as-usual groups in the percentage of children meeting the PLRS critical literacy score is not statistically significant (61% vs 52%). — related
• Slightly fewer than half (42 percent) of students who started the year in the at risk DIBELS category moved to a lower risk category after a full year of Project On-Track tutoring — related
• The STIR partnership anticipates that schools will report more students at or above early literacy benchmarks relative to prior years — related
• Among students who started the year most at risk for reading difficulties, none of the three implementation features (timing, frequency, tutor qualifications) was associated with end-of-year literacy progress — related
• The KITS intervention has a significant indirect effect on kindergarten teacher-rated literacy through its effect on pre-kindergarten literacy skills (β = .09). — related