Effects of reading software products were correlated with student-teacher ratio in first-grade classrooms and with amount of product use in fourth-grade classrooms¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2007 · 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? For reading products, effects on overall test scores were correlated with the first-grade student-teacher ratio and with fourth-grade usage time. → Dynarski 2007
Evidence¶
Dynarski 2007¶
Dynarski, M., Agodini, R., Heaviside, S., Novak, T., Carey, N., Campuzano, L., Means, B., Murphy, R., Penuel, W., Javitz, H., Emery, D., & Sussex, W. (2007). Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort. Report to Congress. https://www.mathematica.org/publications/effectiveness-of-reading-and-mathematics-software-products-findings-from-the-first-student-cohort
q2 · i? · causal · r2
Correlational moderator analysis reported in the study summary: reading-product effects on overall test scores were "correlated with the student-teacher ratio in first grade classrooms" and with fourth-grade usage time. No correlation coefficients are printed in the available text.
"For reading products, effects on overall test scores were correlated with the student-teacher ratio in first grade classrooms and with the amount of time that products were used in fourth grade classrooms."
Discussion¶
Related Claims¶
- After one year, reading and mathematics software products did not increase or decrease test scores by amounts statistically different from zero — related
- Effects of mathematics software products were uncorrelated with classroom and school characteristics — related
- Software product effects changed between the first and second year of the study, warranting cohort-level comparison of effectiveness — related
- In the 2005-2006 school year, only one of 10 computer-based reading and math software products had statistically significant positive effects on student outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-software-effects-correlated-classroom-characteristics |
title |
Effects of reading software products were correlated with student-teacher ratio in first-grade classrooms and with amount of product use in fourth-grade classrooms |
description |
Effects of reading software products were correlated with student-teacher ratio in first-grade classrooms and with amount of product use in fourth-grade classrooms |
status |
review |
evidence_strength |
weak |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — dynarski-2007 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.