A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura

2019 ◽  
Vol 57 (5) ◽  
pp. 1995-2020
Author(s):  
Geoffrey D. Borman ◽  
Trisha H. Borman ◽  
So Jung Park ◽  
Scott Houghton
Keyword(s):  
Randomized Controlled Trial ◽  
First Graders ◽  
Controlled Trial ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Literacy Skills ◽  
Randomized Controlled ◽  
Literacy Outcomes ◽  
School Year ◽  
Descubriendo La Lectura

We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year.

Evaluating the Effectiveness of a Volunteer One-on-One Tutoring Model for Early Elementary Reading Intervention: A Randomized Controlled Trial Replication Study

2021 ◽  
pp. 000283122110668
Author(s):  
Carrie E. Markovitz ◽  
Marc W. Hernandez ◽  
E. C. Hedberg ◽  
Heidi W. Whitmore
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
First Grade ◽  
Third Grade ◽  
Elementary Reading ◽  
Literacy Assessment ◽  
Assessment Scores ◽  
Randomized Controlled ◽  
School Year ◽  
Literacy Tutoring

This study examines the impacts of two AmeriCorps programs, Minnesota Reading Corps and Wisconsin Reading Corps, where AmeriCorps volunteers provide literacy tutoring to at-risk kindergarten through third-grade (K–3) students utilizing a response-to-intervention framework. This evaluation replicates a prior randomized controlled trial evaluation of the program 4 years later and for the first time evaluates the program model replicated in Milwaukee, Wisconsin. The results of the two evaluations showed that kindergarten and first-grade students who received a single semester of Reading Corps tutoring achieved significantly higher literacy assessment scores, and demonstrated meaningful and significant effects after a full-school year of the intervention for second- and third-grade students.

scholarly journals Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results From a National Randomized Controlled Trial of Descubriendo la Lectura

AERA Open ◽  
2019 ◽  
Vol 5 (3) ◽  
pp. 233285841987048
Author(s):  
Trisha H. Borman ◽  
Geoffrey D. Borman ◽  
Scott Houghton ◽  
So Jung Park ◽  
Bo Zhu ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
First Grade ◽  
Effect Sizes ◽  
Spanish Speaking ◽  
Randomized Controlled ◽  
Literacy Assessments ◽  
English Literacy ◽  
Descubriendo La Lectura ◽  
The Impact

Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking students one-on-one literacy instruction in their native language and is implemented at an individualized pace for approximately 12 to 20 weeks by trained bilingual teachers. Using a multisite, multicohort, student-level randomized controlled trial, we examined the impact of DLL on both Spanish and English literacy skills. In this article, we report findings from the first of three cohorts of students to participate in the study. Analyses of outcomes indicate that treated students outperformed control students on all 11 Spanish literacy assessments with statistically significant effect sizes ranging from 0.34 to 1.06. Analyses of outcomes on four English literacy assessments yielded positive effect sizes, though none were statistically significant.

Universal Screening in Mathematics for Spanish Students in First Grade

2020 ◽  
pp. 073194872090327
Author(s):  
Sara C. de León ◽  
Juan E. Jiménez ◽  
Eduardo García ◽  
Nuria Gutiérrez ◽  
Verónica Gil
Keyword(s):  
First Graders ◽  
Mathematics Learning ◽  
Hierarchical Linear Model ◽  
First Grade ◽  
Receiver Operating Curve ◽  
Composite Measure ◽  
Single Digit ◽  
Risk Status ◽  
School Year ◽  
Receiver Operating Curve Analysis

The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five measures (i.e., quantity discrimination, multi-digit computation, missing number, single-digit computation, and place value), which were analyzed as single measures and as part of a composite measure. In this study, 176 first graders were administered the curriculum-based measurement IPAM at the beginning, middle, and end of the school year. The results showed that the composite measure of the IPAM was the best indicator of risk status. Reliability and concurrent and predictive validity results were adequate. Furthermore, receiver operating curve analysis and hierarchical linear model supported the capacity of the IPAM to correctly identify students’ risk status and growth rate during first grade.

Improving Young English Learners’ Language and Literacy Skills Through Teacher Professional Development: A Randomized Controlled Trial

2017 ◽  
Vol 55 (1) ◽  
pp. 117-143 ◽  
Author(s):  
Leslie M. Babinski ◽  
Steven J. Amendum ◽  
Steven E. Knotek ◽  
Marta Sánchez ◽  
Patrick Malone
Keyword(s):  
Professional Development ◽  
Instructional Strategies ◽  
English Learners ◽  
Controlled Trial ◽  
High Impact ◽  
Literacy Skills ◽  
Language And Literacy ◽  
Randomized Controlled ◽  
School Year ◽  
Teacher Professional

Using a randomized controlled trial, we tested a new teacher professional development program for increasing the language and literacy skills of young Latino English learners with 45 teachers and 105 students in 12 elementary schools. School-based teams randomly assigned to the intervention received professional development focused on cultural wealth, high-impact instructional strategies, and a framework for collaboration. We observed each teacher three times during the school year and assessed students individually at the beginning and end of the school year using the Woodcock Muñoz Language Survey (WMLS). Using an intent-to-treat (ITT) analysis, we found effects for the intervention on teachers’ implementation of high-impact instructional strategies and students’ language and literacy skills.

Health Care Provider-Directed Intervention to Increase Colorectal Cancer Screening Among Veterans: Results of a Randomized Controlled Trial

2005 ◽  
Vol 23 (7) ◽  
pp. 1548-1554 ◽  
Author(s):  
M. Rosario Ferreira ◽  
Nancy C. Dolan ◽  
Marian L. Fitzgibbon ◽  
Terry C. Davis ◽  
Nicolle Gorby ◽  
...  
Keyword(s):  
Colorectal Cancer ◽  
Health Care ◽  
Randomized Controlled Trial ◽  
Cancer Screening ◽  
Colorectal Cancer Screening ◽  
Controlled Trial ◽  
Intervention Group ◽  
Group Versus ◽  
Literacy Skills ◽  
Randomized Controlled

Purpose Colorectal cancer screening is the most underused cancer screening tool in the United States. The purpose of this study was to test whether a health care provider–directed intervention increased colorectal cancer screening rates. Patients and Methods The study was a randomized controlled trial conducted at two clinic firms at a Veterans Affairs Medical Center. The records of 5,711 patients were reviewed; 1,978 patients were eligible. Eligible patients were men aged 50 years and older who had no personal or family history of colorectal cancer or polyps, had not received colorectal cancer screening, and had at least one visit to the clinic during the study period. Health care providers in the intervention firm attended a workshop on colorectal cancer screening. Every 4 to 6 months, they attended quality improvement workshops where they received group screening rates, individualized confidential feedback, and training on improving communication with patients with limited literacy skills. Medical records were reviewed for colorectal cancer screening recommendations and completion. Literacy level was assessed in a subset of patients. Results Colorectal cancer screening was recommended for 76.0% of patients in the intervention firm and for 69.4% of controls (P = .02). Screening tests were completed by 41.3% of patients in the intervention group versus 32.4% of controls (P = .003). Among patients with health literacy skills less than ninth grade, screening was completed by 55.7% of patients in the intervention group versus 30% of controls (P < .01). Conclusion A provider-directed intervention with feedback on individual and firm-specific screening rates significantly increased both recommendations and colorectal cancer screening completion rates among veterans.

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