In the 2010 RCT, LLI showed no discernible effects on alphabetics (domain average effect size 0.13, not statistically significant)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For the combined K–2 sample on DIBELS Nonsense Word Fluency, the WWC found no statistically significant or substantively important difference between the intervention and comparison groups. → Leveled Literacy Intervention 2017 q3 i? The alphabetics rating rests on four DIBELS subtests (Initial Sound, Letter Naming, Nonsense Word, Phoneme Segmentation Fluency), each with an indeterminate combined effect. → 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 · i? · causal · r3

Analysis of four DIBELS alphabetics subtests from the 2010 RCT covering 422 students in nine schools. For Nonsense Word Fluency, "For the combined (grades K–2) sample, the WWC found no statistically significant or substantively important difference between the intervention and comparison groups," with domain average effect size 0.13 not statistically significant; equivalence was not tested.

"For the combined (grades K–2) sample, the WWC found no statistically significant or substantively important difference between the intervention and comparison groups."

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 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
• A randomized controlled trial of Once found no significant effect on end-of-year DIBELS scores when students received well below the intended dosage — related
• Journeys produced statistically significant positive effects on ITBS reading scales averaging +0.14 in grades K-2 — related
• 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 — reports the opposite
• 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
• Failure Free Reading shows no discernible effects on alphabetics outcomes for beginning readers — related
• LLI had no impact on secondary students' reading comprehension in the Oakland RCT — related