In the district study, teachers assigned articles above students' STAR Lexile levels (about 375 points higher on average), and greater STAR growth related to completing more, harder, and more accurate ReadWorks assignments¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Assignment Lexile levels averaged around 375 points higher than students' own Lexile levels (95% CI 215-535; t = 4.7, p < .01). → Tare 2019 q2 i? STAR score growth from beginning to middle of year was positively related to number of assignments (t = 2.8, p < .01), assignment difficulty (t = 3.7, p < .001), and multiple choice accuracy (t = 7.3, p < .001). → Tare 2019 (2)

Evidence¶

Tare 2019¶

Tare, M. & Shell, A. R. (2019). Designing for learner variability: Examining the impact of research-based edtech in the classroom. Washington, DC: Digital Promise Global. https://digitalpromise.dspacedirect.org/items/82839c44-adb1-400c-b422-9bfbbca65985 doi:10.51388/20.500.12265/81

q2 · i? · associational · r2

Observational analysis of ReadWorks assignment logs in a rural southern school district's elementary schools, fall 2018. The difference between student and assignment Lexiles was estimated with a mixed-effect linear model with random intercepts by student and grade (t = 4.7, p < .01; 95% CI of 215-535 points). Students completed about six assignments (median) over five months.

"students tended to be assigned articles that have a higher difficulty (based on Lexile level) than the students' STAR Lexile level, such that on average, the Lexile level of assignments was around 375 points higher than the Lexile level of the student"

Tare 2019 (2)¶

Tare, M. & Shell, A. R. (2019). Designing for learner variability: Examining the impact of research-based edtech in the classroom. Washington, DC: Digital Promise Global. https://digitalpromise.dspacedirect.org/items/82839c44-adb1-400c-b422-9bfbbca65985. doi:10.51388/20.500.12265/81

q2 · i? · associational · r2

Mixed-effects linear model of STAR Lexile growth including fixed effects of free lunch status and beginning Lexile and random teacher effects; significant relationships for number of assignments (t = 2.8, df = 123.8, p < .01), difficulty (t = 3.7, df = 149.8, p < .001), and multiple choice accuracy (t = 7.3, df = 47.6, p < .001). Students beginning at Lexile BR200 or lower were excluded, for a final N of 1,099 students.

"greater STAR score growth was positively related to completing more assignments on ReadWorks, completing harder assignments on ReadWorks, and having a higher accuracy on ReadWorks multiple choice comprehension questions"

Discussion¶

Related Claims¶

• Teachers who tried ReadWorks features reported high intent to assign more and higher-level articles (89% and 82%) — related
• Teachers valued leveled articles on shared topics as supporting a cohesive classroom experience across reading levels — related
• Feature use related to a slight increase in multiple choice accuracy, larger for lower-Lexile students and for easier articles — related
• Using at least one feature raised students' multiple choice question attempt rate to 89 percent and eliminated the drop on hard assignments, with a significant feature-use × difficulty interaction — related