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¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? For the combined female students in grades 1 and 2 sample, the WWC found a positive but not statistically significant difference on the STAR Early Literacy Assessment that was substantively important. → 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

Supplemental subgroup analysis from the 2013 Denver RCT; only four grade-by-demographic subgroups met WWC group design standards, and the two largest female subgroups were combined. The report states this difference "was large enough to be considered substantively important" despite non-significance.

"For the combined (female students in grades 1 and 2) sample, the WWC found a positive but not statistically significant difference; this difference was large enough to be considered substantively important."

Discussion¶

Learner Variables¶

Gender — moderator: an instructional effect differs by group

GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — the general claim this finding bears on, with the studies behind it
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 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 — 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) — related
LLI improves reading outcomes for struggling K-2 readers with an average effect size of +0.13 across two studies — related
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 — related
Teachers in the Gallagher (2010) evaluation responded positively to LLI, though some found the lesson design too fast-paced — related
The impact of FAST did not differ significantly by student subgroups or school characteristics in the RCT — 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

Page metadata

Field	Value
`type`	`claim`
`id`	`lli-star-female-subgroup-positive-nonsignificant`
`title`	`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`
`description`	`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`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2017`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-07`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `leveled-literacy-intervention-2017`

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