Study: 78712

Leveled Literacy Intervention Intervention Report - Beginning Reading

Review Details

Reviewed: September 2017

At least one finding shows strong evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Leveled Literacy Intervention Intervention Report - Beginning Reading

Using:

Rating:

Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.

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 Leveled Literacy Intervention.

Findings

Alphabetics outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Full sample (aggregated, grades K-2); 422 students	0.22	0.19	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Full sample (aggregated, grades K-1); 271 students	0.34	0.31	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Full sample (aggregated, grades K-1); 271 students	0.39	0.37	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Initial Sound Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Full sample (grade K); 111 students	0.23	0.22	No	--
Show Supplemental Findings
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; Black; 51 students	0.10	0.07	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; Hispanic or Latino; 56 students	0.21	0.17	Yes	18
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; 141 students	0.10	0.07	Yes	15
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; 130 students	0.21	0.17	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; White; 37 students	0.49	0.42	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; 130 students	0.48	0.42	Yes	13
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; 130 students	0.43	0.39	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; White; 40 students	0.10	0.08	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 2; White; 42 students	0.33	0.30	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; White; 40 students	0.33	0.31	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; Hispanic or Latino; 56 students	0.42	0.40	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Initial Sound Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; Black; 45 students	0.22	0.21	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; 141 students	0.33	0.32	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; Black; 51 students	0.32	0.31	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; 141 students	0.26	0.24	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; Hispanic or Latino; 56 students	0.39	0.38	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; White; 40 students	0.24	0.24	No	--
Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; Black; 51 students	0.18	0.22	No	--

Reading achievement outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Full sample (aggregated, grades K-2); 427 students	6.08	4.67	Yes	14
Show Supplemental Findings
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; Hispanic or Latino; 50 students	1.89	0.83	Yes	36
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 2; White; 42 students	11.43	9.52	Yes	30
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; 146 students	1.82	1.04	Yes	29
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; Black; 53 students	1.73	1.08	Yes	29
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; 130 students	5.78	3.95	Yes	28
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; Hispanic or Latino; 56 students	5.29	3.68	Yes	26
Fountas and Pinnell Benchmark Assessment System	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: K; White; 41 students	1.78	1.29	No	--

Reading Fluency outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
DIBELS Oral Reading Fluency	Leveled Literacy Intervention vs. Business as usual	0 Days	Full sample (aggregated, grades 1-2); 281 students	0.19	0.16	Yes	11
Show Supplemental Findings
DIBELS Oral Reading Fluency	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; 130 students	0.15	0.11	Yes	15
DIBELS Oral Reading Fluency	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 1; Hispanic or Latino; 56 students	0.12	0.11	No	--
DIBELS Oral Reading Fluency	Leveled Literacy Intervention vs. Business as usual	0 Days	Grade: 2; White; 42 students	0.24	0.23	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.

13% English language learners
Rural, Suburban
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Georgia, New York

Race
Black		33%
Other or unknown		38%
White		29%

Ethnicity
Hispanic		37%
Not Hispanic or Latino		63%

Study Details

Setting

The study took place in five rural elementary schools in Tifton, Georgia and four suburban elementary schools in Middletown, New York.

Study sample

The study participants, who were in grades K–2, were predominantly economically disadvantaged, with 84% being eligible for free or reduced-price lunch. The study included predominantly minority students; 37% were Hispanic, 33% were African American, and 29% were White. Approximately 13% of students were classified as English learners.

Intervention Group

For all grades, the intervention included 30-minute daily small-group LLI sessions in addition to their regular classroom literacy instruction. Grade 1 and 2 students in the LLI group received, on average, 72.9 sessions, with individual students attending between 40 and 90 sessions. Kindergarten students in the LLI group received on average 37.5 sessions, with individual students attending between 27 and 46 sessions.

Comparison Group

The comparison group received regular classroom literacy instruction but no additional supplemental instruction. The study did not specify the names of the curricula used.

Support for implementation

Intervention teachers received 8 days of professional development using the LLI materials and instructional techniques, and training on the online data management system for LLI. The authors note that professional development support continued during the study period.

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.

Ransford-Kaldon, Carolyn; Flynt, E. Sutton; Ross, Cristin. (2011). A Randomized Controlled Trial of a Response-to-Intervention (RTI) Tier 2 Literacy Program: Leveled Literacy Intervention (LLI). Society for Research on Educational Effectiveness.

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

Review Details
Sample Characteristics

Review Details

Reviewed: April 2014

Meets WWC standards without reservations

For:

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide

Using:

Rating:

Meets WWC standards without reservations

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

Characteristics of study sample as reported by study author.

100% English language learners
Rural, Urban

Race
Black		34%
White		29%

Ethnicity
Hispanic		37%

Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell's Leveled Literacy Intervention System (LLI). 2009-2010

Leveled Literacy Intervention Intervention Report - Beginning Reading

Review Details

Findings

Sample Characteristics

Study Details

Setting

Study sample

Intervention Group

Comparison Group

Support for implementation

Additional Sources

Teaching Academic Content and Literacy to English Learners in Elementary and Middle School

Review Details

Findings

Sample Characteristics