Struggling English learners in TRI classrooms significantly outperformed control struggling ELs on spring Word Attack (g = .45)¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2018 · 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
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Controlling for fall performance, struggling ELs in TRI classrooms scored significantly higher on spring Word Attack than control struggling ELs, with Hedges's g = .45. → 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
Two-level HLM ANCOVA from the same classroom-randomized RCT of 108 ELs, controlling fall performance, grade, gender, and SES. The article reports the treatment group "gaining 11.12 points across the year (p = .04, g = .45)".
"treatment struggling ELs had significantly higher spring Word Attack scores (conditioned on fall scores) than control struggling ELs did, gaining 11.12 points across the year (p = .04, g = .45)"
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 Letter-Word Identification (g = .43) — 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
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