Feature use was widespread across student groups (92% of students used at least one feature; 75% of assignments included feature use), with no differences by STAR score, special education status, or income, but substantial variation across teachers¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2
Currency · newest study 2019 · 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? 92 percent of students used at least one LVP-supported feature and 75 percent of assignments were completed with feature use; audio was most used, followed by split screen. → Tare 2019 q2 i? No differences in feature use were found between student groups defined by lower STAR scores, active special education status, or lower income. → Tare 2019 (2) q2 i? The average rate of whether a student tried a particular feature varied significantly from teacher to teacher (χ² = 368.03, df = 1, p < .001), by around +/-17.5%. → Tare 2019 (3)

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? · design · r2

Feature-level log analysis in the district study (82 teachers made assignments; 1,857 students completed assignments; 1-to-1 student-to-device). Analysis focused on use of features collectively rather than individually.

"We found that 92 percent of students had used at least one of the LVP-supported product features over the course of the study and that 75 percent of assignments were completed with feature use. The most commonly used feature was the audio, followed by the split screen, which saw increased use over the first few months of the school year."

Tare 2019 (2)¶

q2 · i? · associational · r2

Null comparison of feature use across student characteristic groups in the district log data. The report concludes it was not the case that only students labeled as needing additional support used the features, suggesting students with varying strengths and challenges potentially benefited.

"we also examined whether any individual differences in student characteristic data related to differential use of the features (e.g., lower STAR scores, active special education status, lower income); however, we did not find any differences in feature use between the student groups"

Tare 2019 (3)¶

q2 · i? · associational · r2

Mixed-effects linear model of rate of feature use found teacher was a significant variance component (χ² = 368.03, df = 1, p < .001), with feature use varying from teacher to teacher by around +/-17.5%. The report says this is consistent with teachers playing an important role in students' edtech experience.

"The average rate of whether or not a student tried a particular feature varied significantly from teacher to teacher"

Discussion¶

Feature use related to a slight increase in multiple choice accuracy, larger for lower-Lexile students and for easier articles — related
Intellectually Challenging Assignments Remain Variable and Not Widespread in Chicago Elementary Schools — related
Teachers who tried ReadWorks features reported high intent to assign more and higher-level articles (89% and 82%) — related
Teachers reacted unanimously positively to new audio supports on the ReadWorks platform and offered them to all students, not only struggling readers — 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

Page metadata

Field	Value
`type`	`claim`
`id`	`readworks-feature-use-broad-equitable-teacher-variation`
`title`	`Feature use was widespread across student groups (92% of students used at least one feature; 75% of assignments included feature use), with no differences by STAR score, special education status, or income, but substantial variation across teachers`
`description`	`Feature use was widespread across student groups (92% of students used at least one feature; 75% of assignments included feature use), with no differences by STAR score, special education status, or income, but substa...`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2019`
`generated`	by `process:wiki-ingest` on `2026-10-09`
`trust`	unverified — no one has confirmed this page's content
`sources`	3 — `tare-2019`, `tare-2019-2`, `tare-2019-3`

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