Open Court Reading© has potentially positive effects on general reading achievement for beginning readers, with a small extent of evidence¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One quasi-experimental study (Skindrud & Gersten, 2006; 434 students in grades 2–3) showed a substantively important positive effect of Open Court Reading© on general reading achievement, but the WWC-corrected result was not statistically significant. → Open Court Reading© 2014

Evidence¶

Open Court Reading© 2014¶

Open Court Reading©. (2014). WWC Intervention Report: Beginning Reading, Updated October 2014. U.S. Department of Education, What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/InterventionReport/347

q2 · i? · causal · r2

A quasi-experimental study matching four Success for All® schools to eight Open Court Reading© schools, based on 434 students in grades 2–3. The original positive effect on the SAT-9 was not statistically significant after clustering correction (WWC p-value of .30), but the WWC characterizes it as a substantively important positive effect.

"Skindrud and Gersten (2006) found a statistically significant positive effect of Open Court Reading© on the Stanford Achievement Test, 9th Edition (SAT-9). However, a correction for clustering was needed and resulted in a WWC-computed p-value of .30"

Discussion¶

Related Claims¶

• Everyday Mathematics® has potentially positive effects on mathematics achievement for primary students, with a substantively important but statistically non-significant effect size of 0.27 — related
• Open Court Reading© has potentially positive effects on comprehension for beginning readers in grades 1–3, with a small extent of evidence — related
• The evidence base for Open Court Reading© is thin: of 185 identified studies, only two met WWC group design standards, and none met standards for alphabetics or reading fluency — related