Over two school years of blended learning, ELs and non-ELs in grades 2–5 showed significant R-CBM growth at a similar pace¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
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
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? Students showed significant growth on R-CBM across four time points, with no significant effect of EL status or time × EL status interaction. → Elizabeth R. Kazakoff 2018
Evidence¶
Elizabeth R. Kazakoff 2018¶
Elizabeth R. Kazakoff, Paul Macaruso, Pam Hook. (2018). Efficacy of a blended learning approach to elementary school reading instruction for students who are English Learners. Education Tech Research Dev 66:429–449. https://doi.org/10.1007/s11423-017-9565-7
q2 · i? · associational · r2
RMANOVA on 68 students in grades 2–5 (38 ELs, 30 non-ELs) assessed on R-CBM at four time points across two school years. The overall effect of time was significant (F(2.539,162.513) = 34.299, p < 0.001); group effects were not significant; no standardized effect size for the growth contrast is printed.
"The overall effect of EL status (F(1,64) = 0.000, p = 0.996; f = 0.00) and the interaction between time and EL status (Greenhouse–Geisser adjusted F(2.539,162.513) = 0.887, p = 0.435; f = 0.12) were not significant, indicating that ELs and non-ELs grew at a similar pace over the Year Two study."
Discussion¶
Related Claims¶
- In a blended learning program, matched kindergarten ELs and non-ELs showed significant aimsweb growth with no difference between groups — related
- First-grade ELs in the blended learning program significantly outperformed matched non-ELs on aimsweb by end of Year One — related
- More than 80% of at-risk ELs and non-ELs moved up at least one aimsweb tier during the second year of blended learning — related
- At-risk (Tier 3) ELs and non-ELs showed similar, substantial improvement in aimsweb tier status after one year of blended learning — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
year-two-rcbm-growth-similar-pace |
title |
Over two school years of blended learning, ELs and non-ELs in grades 2–5 showed significant R-CBM growth at a similar pace |
description |
Over two school years of blended learning, ELs and non-ELs in grades 2–5 showed significant R-CBM growth at a similar pace |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-29 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — elizabeth-r-kazakoff-2018 |
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