Implementation fidelity was high and treatment classrooms differed from controls in text complexity, task openness, and instructional time¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Treatment teachers reported about 68 more minutes per week of science instruction and about 72 more minutes of social studies instruction than control teachers in Grade 1, while ELA time was similar. → Kim 2023 q2 i? Grade 1 treatment teachers used interactive read-aloud books with higher average Lexile levels than control teachers, and treatment literacy tasks were rated more authentic, collaborative, challenging, student-directed, and sustained. → Kim 2023 (2)

Evidence¶

Kim 2023¶

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, J. (2023). A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension. Journal of Educational Psychology, 115(1), 73-98. https://doi.org/10.1037/edu0000751

q2 · i? · causal · r2

Teacher survey data on instructional time during the Grade 1 implementation year. The survey also showed treatment teachers devoted nearly 72 more minutes per week to social studies, while ELA/reading time was similar for treatment and control groups.

"Overall, treatment group teachers (M = 177.34, SD = 130.46) reported spending approximately 68 more minutes per week on science instruction than control teachers (M = 109.05, SD = 99.37)."

Kim 2023 (2)¶

Kim, J. S., Burkhauser, M. A., Relyea, J. E., Gilbert, J. B., Scherer, E., Fitzgerald, J., Mosher, D., & McIntyre, J. (2023). A Longitudinal Randomized Trial of a Sustained Content Literacy Intervention From First to Second Grade: Transfer Effects on Students' Reading Comprehension. Journal of Educational Psychology, 115(1), 73-98. https://doi.org/10.1037/edu0000751

q2 · i? · causal · r?

Program differentiation analysis comparing read-aloud text complexity and literacy-task openness between conditions. Audio-recorded lessons from 12 treatment and 11 control classrooms were rated, and treatment tasks were more authentic, collaborative, challenging, student-directed, and sustained.

"The average Lexile levels of the books used in the treatment group (science books M = 696.25L; social studies books M = 941.67L) was much higher than those from the control group (science books M = 522.63L; social studies books M = 439.09L)."

Discussion¶

Related Claims¶

• Treatment classrooms used technology far more intensively than control classrooms, whose technology use remained supplemental — related
• A sustained Grade 1-to-2 content literacy intervention improved science content reading comprehension (ES = .18) relative to control — related