Study: 45653

Reading Apprenticeship® Intervention Report - Study Review Protocol

Review Details

Reviewed: December 2022

No statistically significant positive
findings

Meets WWC standards with reservations

For:

Reading Apprenticeship® Intervention Report - Study Review Protocol

Using:

Rating:

Meets WWC standards with reservations because it is a cluster randomized controlled trial with high individual-level non-response, but provides evidence of effects on individuals by satisfying the baseline equivalence requirement for the individuals in the analytic intervention and comparison groups.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Please see the WWC summary of evidence for Reading Apprenticeship®.

Findings

General Literacy Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
California Standards Test (CST)-English Language Arts	Reading Apprenticeship® vs. Business as usual	0 Days	Full sample (longitudinal) ; 1,236 students	-0.02	-0.05	No	--

Life sciences outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
California Standards Test (CST): Biology	Reading Apprenticeship® vs. Business as usual	0 Days	Full sample (longitudinal); 1,172 students	338.07	330.10	No	--

Reading Comprehension outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
California Standards Test (CST): Reading Comprehension subtest	Reading Apprenticeship® vs. Business as usual	0 Days	Full sample (longitudinal); 1,111 students	0.05	0.01	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

36% English language learners
Female: 55%
Male: 45%
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Race
Asian		13%
Black		8%
Other or unknown		58%
White		22%

Ethnicity
Hispanic		45%
Not Hispanic or Latino		55%

Eligible for Free and Reduced Price Lunch
Other or unknown		100%

Study Details

Setting

The study took place at 83 public high schools in California. The study included grade 9-10 high school biology teachers and their students.

Study sample

The researchers randomly assigned 43 schools to the intervention group and 40 schools to the comparison group. In the longitudinal study sample used in this review, a total of 1,236 students in grades 9 and 10 were included in the study. The 1,236 students in high schools were taught by 54 teachers in 45 schools. Approximately 55% of the students were female and 36% were English learners. Twenty-two percent were White, 13% were Asian, 8% were Black, and race was unknown for 58% of the student sample. Forty-five percent were Hispanic or Latino.

Intervention Group

Schools in the intervention group implemented the Reading Apprenticeship® approach in biology classrooms that focused on integrating science and reading instruction. Through metacognitive conversations between the teachers and students, students learned reasoning and problem solving strategies that accompany reading. Prior to the first year of the study, teachers in the intervention group received 5 days of training on the Reading Apprenticeship® instructional framework. After teachers began implementing Reading Apprenticeship®, they received 2 additional days of training, which targeted teachers' needs for support. Teachers received a 3-day professional development session in the summer prior to the second year of the study. Reading Apprenticeship® is designed to integrate literacy instruction with content area instruction.

Comparison Group

School in the comparison group did not have access to Reading Apprenticeship® professional development. Teachers in these schools continued their business-as-usual instruction in biology. These teachers were offered Reading Apprenticeship® once the study concluded, though they may have participated in other business-as-usual training and professional development offered by their schools or school districts.

Support for implementation

Teachers in the intervention group received stipends to cover their time spent at training and professional development, and their travel. Teachers in both the intervention and comparison group were given up to $200 to supplement their textbooks with materials like science magazines, trade books, and fiction and non-fiction books related to biology.

Grant Competition

Review Details

Reviewed: November 2012

No statistically significant positive
findings

Meets WWC standards with reservations

For:

Grant Competition (findings for Professional Development in Reading Apprenticeship)

Using:

Rating:

Meets WWC standards with reservations

Findings

Academic achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
California Standards Test (CST): History	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California Longitudinal history sample; 3,560 students	N/A	N/A	No	--
California Standards Test (CST): History	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California cross sectional history sample; 49 students	N/A	N/A	No	--

Comprehension outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
California Standards Test (CST): History- Reading Comprehension	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California Longitudinal history sample; 3,684 students	N/A	N/A	No	--
California Standards Test (CST): Biology - Reading comprehension	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California Longitudinal biology sample; 3,004 students	N/A	N/A	No	--
California Standards Test (CST): History- Reading Comprehension	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California cross sectional history sample; 49 students	N/A	N/A	No	--
California Standards Test (CST): Biology - Reading comprehension	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California cross sectional biology sample; 46 students	N/A	N/A	No	--

Literacy Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
California Standards Test (CST): History- English Language Arts (ELA)	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California Longitudinal history sample; 3,894 students	N/A	N/A	No	--
California Standards Test (CST): Biology - English Language Arts (ELA)	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California Longitudinal biology sample; 3,375 students	N/A	N/A	No	--
California Standards Test (CST): History- English Language Arts (ELA)	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California cross sectional history sample; 49 students	N/A	N/A	No	--
California Standards Test (CST): Biology - English Language Arts (ELA)	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California cross sectional biology sample; 46 students	N/A	N/A	No	--

Science Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
California Standards Test (CST): Biology	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California Longitudinal biology sample; 3,190 students	N/A	N/A	No	--
California Standards Test (CST): Biology	Professional Development in Reading Apprenticeship vs. Business as usual	2 years	California cross sectional biology sample; 46 students	N/A	N/A	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

29% English language learners
Female: 53%
Male: 47%
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Race
Asian		10%
Black		6%
Other or unknown		35%
White		13%

Ethnicity
Hispanic		36%
Not Hispanic or Latino		64%

Reading Apprenticeship® Intervention Report - Adolescent Literacy

Review Details

Review Details

Reviewed: July 2010

Does not meet WWC standards

For:

Reading Apprenticeship® Intervention Report - Adolescent Literacy

Using:

Rating:

Does not meet WWC standards because it is a randomized controlled trial with high attrition, and the analytic intervention and comparison groups do not satisfy the baseline equivalence requirement.

Findings

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Study sample characteristics were not reported.

Integrating literacy and science instruction in high school biology: Impact on teacher practice, student engagement, and student achievement.

Reading Apprenticeship® Intervention Report - Study Review Protocol

Review Details

Findings

Sample Characteristics

Study Details

Setting

Study sample

Intervention Group

Comparison Group

Support for implementation

Grant Competition

Review Details

Findings

Sample Characteristics

Reading Apprenticeship® Intervention Report - Adolescent Literacy

Review Details

Findings

Sample Characteristics