In the 2010 RCT, LLI produced a statistically significant positive effect on reading fluency for grades 1–2 (effect size 0.27, improvement index +11)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 For the combined grades 1–2 sample on the DIBELS Oral Reading Fluency subtest, the WWC found a statistically significant positive difference favoring the LLI group, with effect size 0.27. → Leveled Literacy Intervention 2017

Evidence¶

Leveled Literacy Intervention 2017¶

Leveled Literacy Intervention. (2017). What Works Clearinghouse Beginning Reading intervention report. U.S. Department of Education. http://www.fountasandpinnell.com/intervention/

q3 · i2 · causal · r2

Analysis of DIBELS Oral Reading Fluency outcomes from the 2010 RCT covering 281 students in nine schools. The report states that "For the combined (grades 1–2) sample, the WWC found statistically significant positive difference between the intervention and comparison groups," with WWC-calculated effect size 0.27 and improvement index +11.

"For the combined (grades 1–2) sample, the WWC found statistically significant positive difference between the intervention and comparison groups. The WWC-calculated effect size was large enough to be considered substantively important."

Discussion¶

Related Claims¶

• In the 2010 RCT, LLI showed no discernible effects on alphabetics (domain average effect size 0.13, not statistically significant) — related
• In a 2010 RCT in Georgia and New York, LLI produced a statistically significant positive effect on general reading achievement (effect size 0.35, improvement index +14) — related
• In a 2013 Denver RCT, LLI showed a statistically significant positive effect on BAS reading achievement, a negative but non-significant difference on DRA2, and a positive but non-significant difference on STAR for female students in grades 1–2 — related
• In the 2013 RCT, subgroup findings for female students in grades 1–2 on the STAR Early Literacy Assessment were positive but not statistically significant, yet large enough to be considered substantively important — related
• Leveled Literacy Intervention has positive effects on general reading achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for beginning readers in grades K–2 — a broader claim this one bears on
• LLI improves reading outcomes for struggling K-2 readers with an average effect size of +0.13 across two studies — related
• In a randomized study in rural and suburban Georgia and New York, LLI produced an average effect size of +0.17 across five DIBELS scales with significant differences on Non-Word Fluency and Oral Reading Fluency — related
• Teachers in the Gallagher (2010) evaluation responded positively to LLI, though some found the lesson design too fast-paced — related