Read Well® shows potentially positive effects on English language development for elementary school English language learners¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i2 medium
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The Frasco (2008) study reported a positive difference in receptive vocabulary gains on the PPVT-III, with a WWC-calculated effect size of 0.56 and an improvement index of +21.06 percentile points, though the WWC recalculation found it not statistically significant. → Read Well® 2010

Evidence¶

Read Well® 2010¶

Read Well®. (2010). WWC Intervention Report. U.S. Department of Education, What Works Clearinghouse. http://store.cambiumlearning.com/resource.aspx?page=ProgramOverview&site=sw&parentId=019005451

q3 · i2 · causal · r?

The WWC review of the Frasco (2008) RCT reports a positive vocabulary finding on the PPVT-III. Appendix A3.2 prints a mean difference of 7.71, an effect size of 0.56, and an improvement index of 21.06; the effect size is "large enough to be considered substantively important according to WWC criteria".

"Frasco (2008) reported a positive and statistically significant difference in vocabulary gains as measured by the Peabody Picture Vocabulary Test–Third Edition (PPVT-III)."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• English-Learner Status — outcome: instruction changes it

Related Claims¶

• Read Well® shows no discernible effects on reading achievement for elementary school English language learners — related
• The evidence base for Read Well® with English language learners is small, resting on one randomized controlled trial of 34 students in one school — related