Performance Measures
Interventions With Evidence of Efficacy in Improving Student Outcomes in Reading or Writing
Interventions With Evidence of Efficacy in Improving Student Outcomes in Mathematics or Science
Interventions With Evidence of Efficacy in Enhancing Teacher Characteristics with Demonstrated Positive Effects on Student Outcomes
Interventions With Evidence of Efficacy of Improving Access to, Retention in, and Completion of Postsecondary Education
Interventions With Evidence of Efficacy of Improving School Readiness Outcomes in Early Childhood
Interventions With Evidence of Efficacy of Improving Behavior Outcomes Related to Academic Achievement
Interventions With Evidence of Efficacy of Improving Social-Emotional Outcomes Related to Academic Achievement
| GPRA Review Year | Reviewed Paper | Intervention Name or Description of Instructional Approach | Grant Number |
| 2023 | Li, L., Ringstaff, C., Tripathy, R. G., Flynn, K., & Thomas, L. (2019). Improving elementary school students' vocabulary skills and reading comprehension through a word learning strategies program. [WWC Review] | Word learning strategies (WLS) supplementary program | R305A150108 |
| 2023 | Klingbeil, D. A., Moeyaert, M., Archer, C. T., Chimboza, T. M., & Zwolski Jr, S. A. (2017). Efficacy of peer-mediated incremental rehearsal for English language learners. School Psychology Review, 46(1), 122–140. [WWC Review] | Peer-mediated incremental rehearsal | R305D150007 |
| 2022 | Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2019). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259–270. [WWC Review] | Inference instruction | R305F100013 |
| 2022 | Stevens, E. A., Vaughn, S., House, L., & Stillman-Spisak, S. (2020). The effects of a paraphrasing and text structure intervention on the main idea generation and reading comprehension of students with reading disabilities in grades 4 and 5. Scientific Studies of Reading, 24(5), 365–379. [WWC Review] | Paraphrasing and text structure instruction | R305F100013; R305A150407; 2P50HD05211711 |
| 2022 | Toste, J. R., Capin, P., Williams, K. J., Cho, E., & Vaughn, S. (2019). Replication of an experimental study investigating the efficacy of a multisyllabic word reading intervention with and without motivational beliefs training for struggling readers. Journal of Learning Disabilities, 52(1), 45–58. [WWC Review] | Multisyllabic word reading (MWR) instruction | R305F100013 |
| 2022 | Vadasy, P. F., Sanders, E. A., & Nelson, J. R. (2015). Effectiveness of supplemental kindergarten vocabulary instruction for English learners: A randomized study of immediate and longer-term effects of two approaches. Journal of Research on Educational Effectiveness, 8(4), 490–529. [WWC Review] | Small-group supplemental vocabulary instruction for at-risk kindergarten English learners | R305A130700 |
| 2021 | Borman, T. H., Borman, G. D., Houghton, S., Park, S. J., Zhu, B., Martin, A., & Wilkinson-Flicker, S. (2019). Addressing literacy needs of struggling Spanish-speaking first graders: First-year results from a national randomized controlled trial of Descubriendo la Lectura. AERA Open, 5(3), 1–14. [WWC Review] | Literacy intervention: Descubriendo la Lectura | R305A160060 |
| 2021 | Neuman, S. B., Samudra, P., & Wong, K. M. (2021). Two may be better than one: Promoting incidental word learning through multiple media. Journal of Applied Developmental Psychology, 73 (101252), 1–8. [WWC Review] | Two storybook presentation formats: traditional print books and video | R305A150143 |
| 2019 | Tate, T. P., Collins, P., Xu, Y., Yau, J. C., Krishnan, J., Prado, Y., ... Warschauer, M. (2019). Visual-syntactic text format: Improving adolescent literacy. Scientific Studies of Reading, 23(4): 287–304. [WWC Review] | Visual-syntactic formatted text | R305A150429 |
| 2018 | Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2018). The effect of e-Book vocabulary instruction on Spanish–English speaking children. Journal of Speech, Language, and Hearing Research, 61, 1–25. [WWC Review] | BLOOM e-books | R305A130460 |
| 2018 | Wijekumar, K., Meyer, B. J. F., & Lei, P. (2017). Web-based text structure strategy instruction improves seventh graders' content area reading comprehension. Journal of Educational Psychology, 109(6), 741–760. [WWC Review] | Intelligent Tutoring System for the Text Structure Strategy (ITSS) | R305A080133 |
| 2018 | Wanzek, J., Vaughn, S., Kent, S. C., Swanson, E. A., Roberts, G., Haynes, . . . Solis, M. (2014). The effects of team-based learning on social studies knowledge acquisition in high school. Journal of Research on Educational Effectiveness, 7(2), 183–204. [WWC Review] | Team-Based Learning (TBL) | R305F100013 |
| 2018 | McKeown, M. G., Crosson, A. C., Moore, D. W., & Beck, I. L. (2018). Word knowledge and comprehension effects of an academic vocabulary intervention for middle school students. American Educational Research Journal, 55(3), 572–616. [WWC Review] | Robust Academic Vocabulary Encounters (RAVE) | R305A100440 |
| 2018 | Johnson, L., Terry, N. P., Connor, C. M. D., & Thomas-Tate, S. (2017). The effects of dialect awareness instruction on non-mainstream American English speakers [Study 1]. Reading and Writing, 30(9), 2009–2038 [WWC Review] | Dialect Awareness (DAWS) | R305F100027 |
| 2018 | Hock, M. F., Brasseur-Hock, I. F., Hock, A. J., & Duvel, B. (2017). The effects of a comprehensive reading program on reading outcomes for middle school students with disabilities. Journal of Learning Disabilities, 50(2), 195–212. [WWC Review] | Fusion Reading | R305G040011 |
| 2017 | Kim, J.S., Hemphill, L., Troyer, M., Thomson, J.M., Jones, S.M., LaRusso, M.D. & Donovan, S. (2017). Engaging Struggling Adolescent Readers to Improve Reading Skills. Reading Research Quarterly, 52(3), 357– 382. doi:10.1002/rrq.171 [WWC Review] | Strategic Adolescent Reading Intervention (STARI) | R305F100026 |
| 2017 | Wood, C., Fitton, L., Petscher, Y., Rodriguez, E., Sunderman, G., & Lim, T. (2017). The effect of ebook vocabulary instruction on Spanish-English speaking children. Journal of Speech, Language, and Hearing Research, 61(8), 1945–1969. [WWC Review] | Bridging for Language Outcomes in the Classroom | R305A130460 |
| 2016 | Wijekumar, K., Myer, B. J. F., & Lei, P. (2013). High-fidelity implementation of web-based intelligent tutoring system improves fourth and fifth graders content area reading comprehension. Computers & Education, 68, 366–379 [WWC Review] | ITSS (Intelligent Tutoring System) | R305A080133 |
| 2016 | Vadasy, P. F., Sanders, E. A., & Logan Herrera, B. (2015). Efficacy of rich vocabulary instruction in fourth- and fifth-grade classrooms. Journal of Research on Educational Effectiveness, 8(3), 325–365. [WWC Review] | Rich Vocabulary Instruction (RVOC) | R305A100568 |
| 2016 | Steele, J. L., Slater, R. O., Zamarro, G., Miller, T., Li, J., Burkhauser, S. & Bacon, M. (2016). Effects of dual-language immersion programs on student achievement: evidence from lottery data. American Educational Research Journal, 20(10), 1–25. [WWC Review] | Dual Language Immersion | R305E120003 |
| 2016 | Fogarty, M., Clemens, N., Simmons, D., Anderson, L., Davis, J., Smith, A., Wang, H., Kwok, O., Simmons, L. E., & Oslund, E. (2016). Impact of a technology-mediated reading intervention on adolescents' reading comprehension. Journal of Research on Educational Effectiveness, 1–28. [WWC Review] | Comprehension Circuit Training (CCT) | R305F100013 |
| 2015 | Vaughn, Sharon; Martinez, Leticia R.; Wanzek, Jeanne; Roberts, Greg; Swanson, Elizabeth; Fall, Anna-Mária (2017). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology, 109(1), 22–34. [WWC Review] | Promoting Adolescents' Comprehension of Text (PACT) | R305F100013 |
| 2015 | Connor, C. M., Dombek, J., Crowe, E. C., Spencer, M., Tighe, E. L., Coffinger, S., Zargar, E., Wood, T., & Petscher, Y. (2017). Acquiring science and social studies knowledge in kindergarten through fourth grade: Conceptualization, design, implementation, and efficacy testing of content-area literacy instruction (CALI). Journal of Educational Psychology, 109(3), 301–320. [WWC Review] | Content-Area Literacy Instruction (CALI) | R305F100027; R305H040013; R305B070074 |
| 2015 | Borman, G. D., Grigg, J., & Hanselman, P. (2015). An effort to close achievement gaps at scale through self-affirmation. Educational Evaluation and Policy Analysis, 1–22. | Self-Affirmation through Writing | R305A110136; R305C050055 |
| 2014 | Lesaux, N. K., Kieffer, M. J., Kelley, J. G., & Harris, J. R. (2014). Effects of Academic Vocabulary Instruction for Linguistically Diverse Adolescents: Evidence From a Randomized Field Trial. American Educational Research Journal, 51(6), 1159–1194. [WWC Review] | Secondary Writing | R305A080631 |
| 2014 | Vadasy, P. F., Sanders, E. A., & Herrera, B. L. (2014). Efficacy of rich vocabulary instruction in fourth and fifth grade classrooms. Reviewed as an unpublished draft. Published in 2015 in: Journal of Research on Educational Effectiveness, 8(3): 325–365 [WWC Review] | Rich Vocabulary (RVOC) | R305A100568 |
| 2013 | Vernon-Feagans, L., Kainz, K., Hedrick, A., Ginsberg, M., & Amendum, S. (2013). Live webcam coaching to help early elementary classroom teachers provide effective literacy instruction for struggling readers: The Targeted Reading Intervention. Journal of Educational Psychology, 105(4), 1175–1187. [WWC Review] | Targeted Reading Intervention (TRI) | R305A040056 |
| 2013 | O'Connor, E.E., Cappella, E., McCormick, M.P., & McClowry, S. (2014). Enhancing the academic development of shy children: A test of the efficacy of INSIGHTS. School Psychology Review, 43(3), 239–259 [WWC Review] | INSIGHTS | R305A080512 |
| 2013 | Zvoch, K. & Stevens, J.J. (2013) Summer school effects in a randomized field trial. Early Childhood Research Quarterly, 28(1), 24–32. [WWC Review] | Summer School Literacy Intervention | R305A090369 |
| 2012 | Wijekumar , K. K., Meyer, B.J.F., Lei, P. (2012). Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension. Education Technology Research and Development, 60(6), 987–1013. [WWC Review] | Intelligent Tutoring for Structure Strategy (ITSS) | R305A080133 |
| 2012 | Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, Deborah (2013) Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1): [WWC Review] | Promoting Acceleration of Comprehension and Content Through Text (PACT) | R305F100013 |
| 2012 | Hooper, S.R., Costa, L.C., McBee, M., Anderson, K.L., Yerby, D. C., Childress, A., and Knuth, S.B. (2013). A written language intervention for at-risk second grade students: A randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RTI) model. Annals of Dyslexia, 63(1), 44–64. [WWC Review] | Process Assessment of the Learner (PAL) | R305H060042 |
| 2012 | Fehr, C. N., Davison, M. L., Graves, M. F., Sales, G. C., Seipel, B., & Sekhran-Sharma, S. (2012). The effects of individualized, online vocabulary instruction on picture vocabulary scores: An efficacy study. Computer Assisted Language Learning, 25(1), 87–104. | Prototype of The First 4000 Words | R305C050059 |
| 2011 | Gonzalez, J.G., Pollard-Durodola, S., Simmons, D.C., Taylor, A.B., Davis, M.J. et al. (2011). Developing low-income preschoolers' social studies and science vocabulary knowledge through content-focused shared book reading. Journal of Research on Educational Effectiveness, 4, 25–52. [WWC Review] | Shared Book Reading | R305G050121 |
| 2010 | O'Connor, R. E., Swanson, H. S., & Geraghty, C. (2010). Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills. Journal of Educational Psychology, 102 (1), 1–19. [WCC Review] | reading practice under different conditions | R305G050122 |
| 2010 | Fien, H., Santoro, L., Baker, S., Chard, D., & Park, H. (2011). Teacher read alouds enhanced with small group instruction: Closing the vocabulary and comprehension gap in first grade. School Psychology Review, 40(2), 307–318. | Read Aloud Curriculum | R305G050216 |
| 2010 | Denton, C. A., Kethley, C., Nimon, K., Kurz, T. B., Mathes, P.G., Shih, M., & Swanson, E.A. (2010). Effectiveness of a supplemental early reading intervention scaled up in multiple schools. Exceptional Children, 76(4), 394–416. [WWC Review] | Responsive Reading Instruction (RRI) | R305W030257 |
| 2009 | Pasnak, R., Kidd, J. K., Gadzichowski, M. K., Gallington, D. A., Saracina, R. P. & Addison, K. T. (2009). Promoting early abstraction to promote early literacy and numeracy. Journal of Applied Developmental Psychology, 30(3), 239–249. | learning set approach | R305B070542; R305H030031 |
| 2008 | Williams, J., Nubla-Kung, A., Pollini, S., Stafford, B., Garcia, A., and Snyder, A. (2007). Teaching cause–effect text structure through social studies content to at-risk second graders. Journal of Learning Disabilities, 40(2), 111–120. [WWC Review] | cause-effect text structure | R305G030283; R324G060039 |
| 2008 | Vadasy, P. F., and Sanders, E. A. (2008). Benefits of repeated reading intervention for low-achieving fourth- and fifth-grade students. Remedial and Special Education, 29(4), 235–249. | Quick Reads | R305G040103 |
| 2008 | Vadasy, P. F., and Sanders, E. A. (2008). Repeated reading intervention: Outcomes and interactions with readers skills and classroom instruction. Journal of Educational Psychology, 100(2), 272–290. [WWC Review] | Quick Reads | R305G040103 |
| 2008 | McNamara, D. S., O'Reilly, T. P., Best, R. M., and Ozuru, Y. (2006). Improving adolescent students' reading comprehension with iSTART. Journal of Educational Computing Research, 34(2), 147–171. | Interactive Strategy Trainer for Active Reading and Thinking (iSTART) | R305G040046 |
| 2008 | Glenberg, A. M., Brown, M., and Levin, J. R. (2007). Enhancing comprehension in small reading groups using a manipulation strategy. Contemporary Educational Psychology, 32, 389–399 | Manipulation Strategy | R305H030266 |
| 2008 | Coyne, M. D., McCoach, D. B., and Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88. (Study 2) | Extended Vocabulary Instruction | R305G030250 |
| 2008 | Coyne, M. D., McCoach, D. B., and Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88. (Study 1) | Extended Vocabulary Instruction | R305G030250 |
| 2007 | Fountain, Cosgrove & Wood. ELLM evaluation. Evaluation described in Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008–2009). U.S. Department of Education, National Center for Education Research. Washington, DC: U.S. Government Printing Office. | Early Literacy and Learning Model (ELLM) | R305J020040 |
| 2007 | Chambers & Slavin, R. Curiosity Corner evaluation. Evaluation described in Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008–2009). U.S. Department of Education, National Center for Education Research. Washington, DC: U.S. Government Printing Office. [WWC Review] | Curiosity Corner | R305J030138 |
| 2007 | Lonigan, C. & Schatschneider, C. Open Court evaluation. Evaluation described in Preschool Curriculum Evaluation Research Consortium (2008). Effects of Preschool Curriculum Programs on School Readiness (NCER 2008–2009). U.S. Department of Education, National Center for Education Research. Washington, DC: U.S. Government Printing Office [WWC Review] | Open Court | R305J030093 |
| 2007 | Wolfe, C. R., Britt, M. A., & Butler, J. A. (2009) Argumentation Schema and the Myside Bias in Written Argumentation. Written Communication, 26(2), 183–209. | R305H050133; R305H020039 | |
| 2007 | O'Connor, R.E., White, A., & Swanson, H.L. (2007). Repeated reading versus continuous reading: Influences on reading fluency and comprehension. Exceptional Children, 74(1), 31–46. [WWC Review] | Repeated Reading/Continuous Reading | R305G050122 |
| 2007 | Metcalfe, J., Kornell, N., & Son, Lisa K. (2007). A cognitive-science based program to enhance study efficacy in a high and low-risk setting. European Journal of Cognitive Psychology, 19(4), 743–768. | Dragon Master | R305H030175 |