WWC review of this study

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

Coyne, Michael D.; Little, Mary; Rawlinson, D'Ann; Simmons, Deborah; Kwok, Oi-man; Kim, Minjun; Simmons, Leslie; Hagan-Burke, Shanna; Civetelli, Christina (2013). Journal of Research on Educational Effectiveness, v6 n1 p1-23 2013. Retrieved from: https://eric.ed.gov/?id=EJ994735

  • Randomized Controlled Trial
     examining 
    162
     Students
    , grade
    K

Reviewed: May 2023

Does not meet WWC standards


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

Study sample characteristics were not reported.

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.

Reviewed: February 2023

No statistically significant positive
findings
Meets WWC standards with reservations
Letter identification outcomes—Indeterminate effect found for the domain
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

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
Evidence
tier

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.

Characteristics of study sample as reported by study author.

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    Florida

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.

 

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