Struggling English learners in TRI classrooms significantly outperformed control struggling ELs on spring Letter-Word Identification (g = .43)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Controlling for fall performance, struggling ELs in TRI treatment classrooms scored significantly higher on spring Letter-Word Identification than struggling ELs in control classrooms, with Hedges's g = .43. → Steven J. Amendum 2018

Evidence¶

Steven J. Amendum 2018¶

Steven J. Amendum, Mary Bratsch-Hines, Lynne Vernon-Feagans. (2018). Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners. Reading Research Quarterly, 53(2). https://doi.org/10.1002/rrq.188

q3 · i2 · causal · r2

ANCOVA (two-level HLM, intent-to-treat) from an RCT in which 108 ELs in 47 classrooms were randomized at the classroom level; the model controlled fall performance, grade, gender, and SES. The treatment advantage was "gaining 11.71 points across the year (p = .02, g = .43)".

"treatment struggling ELs had significantly higher spring Letter- Word Identification scores (conditioned on fall scores) than control struggling ELs did, gaining 11.71 points across the year (p = .02, g = .43)"

Discussion¶

Related Claims¶

• Fall oral vocabulary skills did not moderate TRI treatment effects for struggling English learners on any outcome — related
• Control struggling English learners showed slower word-level growth than control nonstruggling peers, while treatment struggling ELs gained at a similar but not catching-up rate — related
• Struggling English learners in TRI classrooms significantly outperformed control struggling ELs on spring Word Attack (g = .45) — related
• TRI treatment did not significantly improve spring Passage Comprehension for struggling English learners — related
• Struggling K–6 readers tutored twice weekly by minimally trained college students made significantly greater gains than controls in letter-word identification, word attack, and passage comprehension — related