Waterford Early Reading Level One™ and Let's Begin with the Letter People® produce similar outcomes in oral language and print knowledge¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 In head-to-head comparison, differences between Waterford Early Reading Level One™ and Let's Begin with the Letter People® were not statistically significant for any oral language or print knowledge measure as calculated by the WWC. → What Works Clearinghouse 2007

Evidence¶

What Works Clearinghouse 2007¶

What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Waterford Early Reading Level One™. https://ies.ed.gov/ncee/wwc/InterventionReport/541

q3 · i0 · causal · r2

WWC-calculated head-to-head comparison from the same randomized controlled trial (16 classrooms; 241–251 children per measure). Oral language average improvement index was –1 percentile point; print knowledge average was –3 percentile points (range –13 to +2), all non-significant.

"The differences between the Waterford Early Reading Level One™ and Let's Begin with the Letter People® groups were not statistically significant for either measure as calculated by the WWC, and the average effect size was neither statistically significant nor large enough to be considered substantively important according to the WWC criteria (that is, at least 0.25)."

Discussion¶

Learner Variables¶

• Alphabet Knowledge and Print Awareness — outcome: instruction changes it

Related Claims¶

• Waterford Early Reading Level One™ shows no discernible effects on preschool children's oral language — related
• Waterford Early Reading Level One™ shows no discernible effects on preschool children's print knowledge — related
• No individual alphabetics outcome reached statistical significance in the WWC analysis — related
• Evidence base for Waterford Early Reading Level One™ is small, with no standards-meeting studies in four of six outcome domains — related
• Early Reading First had positive, statistically significant impacts on children's print and letter knowledge — related