Study: 82913

Publication

Review Details

Reviewed: January 2024

No statistically significant positive
findings

Meets WWC standards with reservations

For:

Publication (findings for Early Reading Intervention (ERI))

Using:

Rating:

Meets WWC standards with reservations because it is a cluster randomized controlled trial with a risk of bias from individuals who entered clusters after random assignment, but the analytic intervention and comparison groups satisfy the baseline equivalence requirement.

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.

Findings

Phonics and Related Alphabetics outcomes—Uncertain effects found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Comprehensive Test of Phonological Processing: Sound Matching Subtest	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	9.61	9.37	No	--
Woodcock Reading Mastery Test-Revised (WRMT-R): Word Attack Subtest	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	108.09	108.60	No	--
Woodcock Reading Mastery Tests–Revised/Normative Update Supplementary Letter Checklist- Letter Sound	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	26.15	25.76	No	--
Comprehensive Test of Phonological Processing: Blending Words Subtest	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	10.87	11.27	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency Subtest	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	43.86	44.51	No	--
Woodcock Reading Mastery Tests–Revised/Normative Update Supplementary Letter Checklist- Letter Name	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	25.87	26.15	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Word Fluency Subtest	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	30.08	32.71	No	--

Reading Fluency outcomes—Uncertain effects found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Woodcock Reading Mastery Test-Revised (WRMT-R): Word Identification Subtest	Early Reading Intervention (ERI) vs. Business as usual	2 Weeks	Full sample; 162 students	107.13	109.19	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.

15% English language learners
Female: 46%
Male: 54%
Rural, Suburban
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Race
Black		9%
Other or unknown		30%
White		61%

Ethnicity
Hispanic		24%
Not Hispanic or Latino		76%

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

Study Details

Setting

The study was conducted in a large school district in Florida. The sample consisted of 48 kindergarten classrooms within 10 schools. Eight of the 10 schools were Title I schools.

Study sample

The analytic sample was 54 percent male. The sample was 61 percent White, 9 percent African American, 6 percent other race, and race was not specified for 24 percent of students. Twenty-four percent of students were Latino. Fifteen percent of students were English learners.

Intervention Group

The ERI curriculum includes 126 daily 30-minute lessons and was delivered as a supplemental intervention to the main reading curriculum. Each lesson includes seven activities that last 3-5 minutes, including phonological awareness, alphabetic understanding, and integration of writing and spelling. The program has four major components: learning letters and sounds; segmenting, blending, and integrating; reading words; and reading sentences and storybooks. The lessons are scripted and were implemented in small groups of students by kindergarten classroom teachers.

Comparison Group

Students in the comparison group received supplementary reading instruction in daily 30-minute small-group lessons using typical reading interventions focusing on early literacy skills.

Support for implementation

Treatment teachers received a two-day professional development training. The first day was before the start of the intervention to introduce the teachers to the curriculum. The second day was held half-way through the school year and focused on lessons and materials for the remaining lessons.

Review Details

Reviewed: May 2023

Does not meet WWC standards

For:

Department-funded evaluation (findings for Early Reading Intervention)

Using:

Rating:

The study does not meet WWC group design standards because the equivalence of the analytic intervention and comparison groups is necessary but the requirement was not satisfied.

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.

Additional Sources

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

Simmons, Deborah C.; Coyne, Michael D.; Hagan-Burke, Shanna; Kwok, Oi-man; Simmons, Leslie; Johnson, Caitlin; Zou, Yuanyuan; Taylor, Aaron B.; McAlenney, Athena Lentini; Ruby, Maureen; Crevecoeur, Yvel C. (2011). Effects of Supplemental Reading Interventions in Authentic Contexts: A Comparison of Kindergarteners' Response. Exceptional Children, v77 n2 p207-228.

Practice Guide

Review Details

Reviewed: February 2023

No statistically significant positive
findings

Meets WWC standards with reservations

For:

Practice Guide (findings for Kindergarten beginning reading intervention—Coyne et al. (2013))

Using:

Rating:

Meets WWC standards with reservations because it is a randomized controlled trial with low attrition, but the randomization was compromised.

Findings

Letter identification outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Woodcock Reading Mastery Test- Alphabet knowledge letter checklist-sounds	Kindergarten beginning reading intervention—Coyne et al. (2013) vs. Business as usual	126 Days	Full sample; 162 students	25.56	25.76	No	--
Woodcock Reading Mastery Test- letter name checklist	Kindergarten beginning reading intervention—Coyne et al. (2013) vs. Business as usual	126 Days	Full sample; 162 students	25.82	26.15	No	--

Word reading outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Woodcock Reading Mastery Test - Revised: Word Attack	Kindergarten beginning reading intervention—Coyne et al. (2013) vs. Business as usual	126 Days	Full sample; 162 students	108.57	108.60	No	--
Woodcock Reading Mastery Test - Revised: Word Identification	Kindergarten beginning reading intervention—Coyne et al. (2013) vs. Business as usual	126 Days	Full sample; 162 students	107.30	109.19	No	--
DIBELS Nonsense Word Fluency	Kindergarten beginning reading intervention—Coyne et al. (2013) vs. Business as usual	126 Days	Full sample; 162 students	29.80	32.71	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.

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Study Details

Setting

The study took place in 48 classrooms in central Florida.

Intervention Group

Teachers implemented the Early Reading Intervention program with small groups of students. The intervention had four units: (1) learning letters and sounds; (2) segmenting, blending, and integrating sounds; (3) reading words; and (4) reading sentences and storybooks. The first half of each session focused on phonological awareness and the alphabet, while the second half focused on writing and spelling using the sounds previously taught. The intervention involved 30-minute sessions daily for 126 days.

Comparison Group

Teachers taught their regular lessons.

Replicating the Impact of a Supplemental Beginning Reading Intervention: The Role of Instructional Context

Publication

Review Details

Findings

Sample Characteristics

Study Details

Setting

Study sample

Intervention Group

Comparison Group

Support for implementation

Department-funded evaluation

Review Details

Findings

Sample Characteristics

Additional Sources

Practice Guide

Review Details

Findings

Sample Characteristics

Study Details

Setting

Intervention Group

Comparison Group