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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The WWC rates LLI as having positive effects on general reading achievement based on two RCTs with 747 students. → Leveled Literacy Intervention 2017 q3 i? The WWC rates LLI as having potentially positive effects on reading fluency and no discernible effects on alphabetics. → 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? · quant-synthesis · r2

Systematic WWC review of two randomized controlled trials meeting group design standards without reservations, together including 747 students in grades K–2. The review reports that "LLI had positive effects on general reading achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for beginning readers."

"LLI had positive effects on general reading achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for beginning readers."

Discussion¶

Related Claims¶

• 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) — possibly the same claim (merge candidate)
• In the 2010 RCT, LLI showed no discernible effects on alphabetics (domain average effect size 0.13, not statistically significant) — a narrower finding that bears on this claim
• 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) — a narrower finding that bears on this claim
• The WWC rates PALS as having potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers — related
• LLI improves reading outcomes for struggling K-2 readers with an average effect size of +0.13 across two studies — a narrower finding that bears on this claim
• In a Denver study, LLI showed very positive outcomes on the DRA2 in kindergarten but not in first or second grade, for an effect size of +0.10 — a narrower finding that bears on this claim
• Teachers in the Gallagher (2010) evaluation responded positively to LLI, though some found the lesson design too fast-paced — related
• LLI had no impact on secondary students' reading comprehension in the Oakland RCT — related
• Literacy First shows strong ESSA evidence of positive effects in phonics and related alphabetics, reading fluency, and reading comprehension for grades K–2 — 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 — a narrower finding that bears on this claim
• LLI had a negative impact on secondary students' mastery of English language arts/literacy standards — reports the opposite