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)¶

Claim · All claims
Evidence · 1 study · quant-synthesis 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 K–2 sample, the WWC found a statistically significant positive difference favoring the LLI group, with an effect size of 0.35. → 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 · quant-synthesis · r2

Randomized controlled trial of LLI for grades K–2 in nine rural and suburban schools, with students matched and randomly assigned within pairs. For Fountas & Pinnell BAS the WWC-calculated effect size was 0.35 with improvement index +14, and "This result was large enough to be considered substantively important."

"For this combined (grades K–2) sample, the WWC found a statistically significant positive difference between the intervention and comparison groups. This result was large enough to be considered substantively important."

Discussion¶

Related Claims¶

• 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) — related
• In the 2010 RCT, LLI showed no discernible effects on alphabetics (domain average effect size 0.13, not statistically significant) — 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
• 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 — possibly the same claim (merge candidate)
• 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
• Interventions targeting different reading and skill content domains show mostly small differences, with average effect sizes of 0.14–0.22 all statistically significant — 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
• LLI had no impact on secondary students' reading comprehension in the Oakland RCT — related