LLI had a negative impact on secondary students' mastery of English language arts/literacy standards¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In the Oakland RCT, LLI had a negative impact on students' mastery of English language arts/literacy standards. → Naihobe Gonzalez 2018
q3 i? The Oakland RCT found a negative impact of LLI on mastery of English language arts/literacy standards. → Naihobe Gonzalez 2018
Evidence¶
Naihobe Gonzalez 2018¶
Naihobe Gonzalez, Sophie MacIntyre, Pilar Beccar-Varela. (2018). Challenges in Adolescent Reading Intervention: Evidence from a Randomized Control Trial. Working Paper 62. Oakland, CA: Mathematica Policy Research. https://www.mathematica.org/publications/challenges-in-adolescent-reading-intervention-evidence-from-a-randomized-control-trial
q3 · i? · causal · r?
Outcome from the same randomized controlled trial of LLI in Oakland secondary schools. The study reports "a negative impact on their mastery of English language arts/literacy standards"; no effect size statistic is printed on the page provided.
"LLI had no impact on students’ reading comprehension and a negative impact on their mastery of English language arts/literacy standards."
Discussion¶
Related Claims¶
- Secondary students who received more LLI or were pulled out of other classes were particularly negatively affected, possibly from missing grade-level content — a narrower finding that bears on this claim
- In an RCT in Oakland secondary schools, LLI had no impact on students' reading comprehension — related
- Most Oakland secondary students receiving LLI fell short of the recommended minimum number of sessions — related
- Secondary schools faced implementation challenges producing variation in LLI duration, intensity, and fidelity — 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 — reports the opposite
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lli-negative-impact-ela-standards-mastery |
aliases |
lli-secondary-negative-impact-ela-standards |
title |
LLI had a negative impact on secondary students' mastery of English language arts/literacy standards |
description |
LLI had a negative impact on secondary students' mastery of English language arts/literacy standards |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — naihobe-gonzalez-2018 |
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