Evaluating the effectiveness of Read Well Kindergarten.
Gunn, B., Smolkowski, K., & Vadasy, P. (2011). Journal of Research on Educational Effectiveness, 4(1), 53–86. Retrieved from: https://eric.ed.gov/?id=EJ911535
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examining1,405Students, gradeK
Practice Guide
Review Details
Reviewed: February 2023
- Practice Guide (findings for Read Well Kindergarten)
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a compromised randomized controlled trial, 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
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Letter Sound Knowledge |
Read Well Kindergarten vs. Business as usual |
7 Months |
Full sample;
|
21.93 |
20.60 |
Yes |
|
|
|
Letter Name Knowledge |
Read Well Kindergarten vs. Business as usual |
7 Months |
Full sample;
|
24.60 |
24.10 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Comprehensive Test of Phonological Processing |
Read Well Kindergarten vs. Business as usual |
7 Months |
Full sample;
|
5.00 |
5.00 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Decodable Words |
Read Well Kindergarten vs. Business as usual |
7 Months |
Full sample;
|
7.95 |
5.10 |
Yes |
|
|
|
Sight Words |
Read Well Kindergarten vs. Business as usual |
7 Months |
Full sample;
|
6.81 |
5.40 |
Yes |
|
|
|
Woodcock Reading Mastery Test - Revised: Word Attack |
Read Well Kindergarten vs. Business as usual |
7 Months |
Full sample;
|
7.00 |
6.10 |
Yes |
|
|
|
Woodcock Reading Mastery Test - Revised: Word Identification |
Read Well Kindergarten vs. Business as usual |
7 Months |
Full sample;
|
13.06 |
12.00 |
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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Rural, Suburban
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New Mexico, Oregon
Study Details
Setting
The study took place in suburban and rural settings in New Mexico and Oregon.
Intervention Group
Teachers implemented the Read Well Kindergarten reading program with groups of 2 to 8 students. Sessions included decoding practice and story reading. They also focused on vocabulary, phonological awareness, alphabetic understanding, and decoding. The intervention involved 20-minute sessions daily for 7 months.
Comparison Group
Teachers taught their regular lessons.
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
Review Details
Reviewed: June 2016
Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Practice Guide- Randomized Controlled Trial
- Meets WWC standards with reservations
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
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.An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).