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Research
Two studies reviewed by the WWC investigated the effects of Stepping Stones to Literacy. Both studies (Nelson, Cooper, & Gonzalez, 2005; Nelson, Stage, Epstein, & Pierce, 2005) were randomized controlled trials that met WWC evidence standards.
The Nelson, Cooper, & Gonzalez (2005) study included 36 kindergarten students from seven schools in a Midwestern city. Students were randomized to intervention and comparison groups. The intervention group received SSL in addition to the regular curriculum used in the schools, Open Court Reading. The comparison group received the regular curriculum with no additional supplement.
The Nelson, Stage, Epstein, & Pierce (2005) study included 84 kindergarten students from ten schools in the Midwest. Students were randomized to intervention and comparison groups. The intervention group received SSL in addition to the regular curriculum used by the schools. The comparison group received the regular curriculum with no additional supplement.
Extent of evidence
The WWC categorizes the extent of evidence in each domain as small or medium to large (see the What Works Clearinghouse Extent of Evidence Categorization Scheme). The extent of evidence takes into account the number of studies and the total sample size across the studies that met WWC evidence standards with or without reservations. 5
The WWC considers the extent of evidence for Stepping Stones to Literacy to be small for alphabetics. No studies that met WWC evidence standards with or without reservations addressed fluency, comprehension, or general reading achievement.
