Using Little Books in kindergarten produces potentially positive effects on general reading achievement, with all three delivery variations (home only, school only, and home and school) outperforming a comparison condition on the Metropolitan Readiness Test¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r? · q3 · i1 small
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The home-only Little Books condition showed a positive effect on the Metropolitan Readiness Test versus comparison (effect size 0.31, not statistically significant after WWC clustering correction). → WWC Intervention Report: Little Books 2007 q3 i1 The home-and-school Little Books condition showed a positive effect on the Metropolitan Readiness Test versus comparison (effect size 0.30, not statistically significant after WWC clustering correction). → WWC Intervention Report: Little Books 2007 (2) q3 i1 The school-only Little Books condition showed a positive effect on the Metropolitan Readiness Test versus comparison (effect size 0.32, not statistically significant after WWC clustering correction). → WWC Intervention Report: Little Books 2007 (3)

Evidence¶

WWC Intervention Report: Little Books 2007¶

WWC Intervention Report: Little Books. (2007). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i1 · causal · r?

WWC recalculation of the Phillips et al. (1990) randomized controlled trial, home-only group versus comparison on the Metropolitan Readiness Test. The mean difference was "4.02" with effect size "0.31" and improvement index "+12"; significance was "ns" after the WWC clustering correction.

"Metropolitan Reading Readiness Test Kindergarten students 165/6 41.93 (13.20) 37.91 (12.25) 4.02 0.31 ns +12"

WWC Intervention Report: Little Books 2007 (2)¶

WWC Intervention Report: Little Books. (2007). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i1 · causal · r?

Same randomized controlled trial, home-and-school group versus comparison on the Metropolitan Readiness Test. Mean difference "4.00", effect size "0.30", improvement index "+12", statistical significance "ns" after clustering correction.

"Metropolitan Reading Readiness Test Kindergarten students 156/6 41.91 (14.71) 37.91 (12.25) 4.00 0.30 ns +12"

WWC Intervention Report: Little Books 2007 (3)¶

WWC Intervention Report: Little Books. (2007). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i1 · causal · r?

Same randomized controlled trial, school-only group versus comparison on the Metropolitan Readiness Test. Mean difference "4.26", effect size "0.32", improvement index "+12", statistical significance "ns" after clustering correction.

"Metropolitan Reading Readiness Test Kindergarten students 157/6 42.17 (14.44) 37.91 (12.25) 4.26 0.32 ns +12"

Discussion¶

Related Claims¶

• The improvement index for Little Books on general reading achievement is +12 percentile points for each delivery variation, averaging +12 percentile points across the study — related
• Parent Involvement Improves Early Reading — a broader claim this one bears on
• Joint Book Reading Predicts Literacy Success — related