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%).¶

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 the teacher-rated PLRS benchmark, 61% of KITS children met the critical score for their age versus 52% of SAU children, a difference the article reports as not significant. → 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

Benchmark analysis of the PLRS critical score in the same RCT sample. The article reports the percentages descriptively and states "not a significant difference"; no test statistic or effect size is printed, so equivalence was not established.

"For the PLRS, we examined how many children met the critical score for their age in each group. In the KITS group, 61% of the children met this benchmark whereas in the SAU group only 52% did (not a significant difference)."

Discussion¶

Learner Variables¶

• Academic and Critical Literacy — outcome: instruction changes it

Related Claims¶

• Hours of individual ECSE services were not significantly associated with literacy outcomes, and KITS effects remain significant after accounting for service hours. — related
• 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. — related
• PRIMR increased the percentage of pupils meeting the Ministry of Education's oral reading fluency benchmarks after one year — related