Secondary schools faced implementation challenges producing variation in LLI duration, intensity, and fidelity¶
Claim · All claims
Evidence · 1 study · causalr?·q2
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.
q2 i? During the trial, Oakland secondary schools faced challenges implementing LLI, leading students to experience different levels of LLI duration, intensity, and fidelity. → 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
q2 · i? · causal · r?
Implementation findings from the trial's implementation study of LLI in Oakland secondary schools. Schools "faced various challenges implementing LLI", producing variation across students in duration, intensity, and fidelity of the intervention received.
"During the trial, secondary schools in Oakland faced various challenges implementing LLI, leading students to experience different levels of LLI duration, intensity, and fidelity."
Discussion¶
Related Claims¶
- LLI had a negative impact on secondary students' mastery of English language arts/literacy standards — related
- LLI had no impact on secondary students' reading comprehension in the Oakland RCT — related
- Most Oakland secondary students receiving LLI fell short of the recommended minimum number of sessions — a narrower finding that bears on this claim
- Secondary students who received more LLI or were pulled out of other classes were particularly negatively affected, possibly from missing grade-level content — related
- Second-order technology barriers may be most influential on technology-based intervention implementation, and the quantity of barriers reported was associated with the percentage of students meeting target durations of use — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
lli-secondary-implementation-challenges-variation |
title |
Secondary schools faced implementation challenges producing variation in LLI duration, intensity, and fidelity |
description |
Secondary schools faced implementation challenges producing variation in LLI duration, intensity, and fidelity |
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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