Computer-Assisted Instruction to Prevent Early Reading Difficulties in Students at Risk for Dyslexia: Outcomes from Two Instructional Approaches [LiPS vs. business as usual]
Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.; Herron, Jeannine; Lindamood, Patricia (2010). Annals of Dyslexia, v60 n1 p40-56 . Retrieved from: https://eric.ed.gov/?id=EJ891057
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examining73Students, grade1
Practice Guide
Review Details
Reviewed: February 2023
- Practice Guide (findings for Read, Write, and Type (RWT))
- Randomized Controlled Trial
- 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.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
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Developmental spelling test (Tangel & Blachman 1992) |
Read, Write, and Type (RWT) vs. Business as usual |
0 Days |
Full sample;
|
25.00 |
23.40 |
Yes |
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| Show Supplemental Findings | |||||||||
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Wide Range Achievement Test - Revised (WRAT-R): Spelling Subtest |
Read, Write, and Type (RWT) vs. Business as usual |
1 Year |
Full sample;
|
36.20 |
34.90 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
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Woodcock Reading Mastery Test - Revised: Word Attack |
Read, Write, and Type (RWT) vs. Business as usual |
0 Days |
Full sample;
|
108.30 |
99.50 |
Yes |
|
|
|
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Woodcock Reading Mastery Test - Revised: Word Identification |
Read, Write, and Type (RWT) vs. Business as usual |
0 Days |
Full sample;
|
107.00 |
100.60 |
No |
-- | ||
|
Test of Word Reading Efficiency-Phonemic Decoding Efficiency |
Read, Write, and Type (RWT) vs. Business as usual |
0 Days |
Full sample;
|
12.60 |
10.60 |
No |
-- | ||
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Test of Word Reading Efficiency-Sight Word Efficiency |
Read, Write, and Type (RWT) vs. Business as usual |
0 Days |
Full sample;
|
23.50 |
21.00 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
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Test of Word Reading Efficiency-Sight Word Efficiency |
Read, Write, and Type (RWT) vs. Business as usual |
1 Year |
Full sample;
|
42.70 |
38.60 |
No |
-- | ||
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Woodcock Reading Mastery Test - Revised: Word Identification |
Read, Write, and Type (RWT) vs. Business as usual |
1 Year |
Full sample;
|
103.80 |
99.80 |
No |
-- | ||
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Woodcock Reading Mastery Test - Revised: Word Attack |
Read, Write, and Type (RWT) vs. Business as usual |
1 Year |
Full sample;
|
104.40 |
99.60 |
No |
-- | ||
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Test of Word Reading Efficiency-Phonemic Decoding Efficiency |
Read, Write, and Type (RWT) vs. Business as usual |
1 Year |
Full sample;
|
22.60 |
20.20 |
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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Florida
Study Details
Setting
The study took place in Tallahassee, Florida.
Intervention Group
Teachers implemented the computer-based Read, Write, and Type program for groups of 3 students outside normal classroom time. Teachers introduced students to graphemes and phonemes and to proper typing techniques. Students completed computer activities on phonetic spelling and writing, and then practiced typing words with the phonemes the teacher had introduced. Students also read their own writing and the writing of other students. The intervention involved 50-minute sessions 4 times a week for a full school year.
Comparison Group
Teachers taught their regular lessons.
Practice Guide
Review Details
Reviewed: February 2023
- Practice Guide (findings for Lindamood Phoneme Sequencing (LiPS))
- Randomized Controlled Trial
- 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.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
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Comprehensive Test of Phonological Processes (CTOPP): Segmenting Words Subtest |
Lindamood Phoneme Sequencing (LiPS) vs. Business as usual |
0 Days |
Full sample;
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15.60 |
11.70 |
Yes |
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CTOPP: Phoneme Elision subtest |
Lindamood Phoneme Sequencing (LiPS) vs. Business as usual |
0 Days |
Full sample;
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15.72 |
12.50 |
Yes |
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Comprehensive Test of Phonological Processing (CTOPP): Blending Words |
Lindamood Phoneme Sequencing (LiPS) vs. Business as usual |
0 Days |
Full sample;
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20.60 |
18.20 |
Yes |
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| Show Supplemental Findings | |||||||||
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Comprehensive Test of Phonological Processes (CTOPP): Segmenting Words Subtest |
Lindamood Phoneme Sequencing (LiPS) vs. Business as usual |
1 Year |
Full sample;
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16.10 |
14.20 |
No |
-- | ||
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CTOPP: Phoneme Elision subtest |
Lindamood Phoneme Sequencing (LiPS) vs. Business as usual |
1 Year |
Full sample;
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17.40 |
15.70 |
No |
-- | ||
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Comprehensive Test of Phonological Processing (CTOPP): Blending Words |
Lindamood Phoneme Sequencing (LiPS) vs. Business as usual |
1 Year |
Full sample;
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22.70 |
21.60 |
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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Florida
Study Details
Setting
The study took place in Tallahassee, Florida.
Intervention Group
Teachers led groups of 3 students through the computer-based Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech (LiPS®). Sessions occurred either outside reading instructional time or during time dedicated to small-group work in the typical reading classroom. Students learned how to articulate phonemes, used manipulatives to represent phonemes in words, used software that mimicked teachers’ instructional activities and provided feedback, and read text both on and off the computer. The intervention involved 50-minute sessions 4 times a week for a full school year.
Comparison Group
Teachers taught their regular lessons during small-group time in their reading classes, and students had access to typical additional support from resource teachers.
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 without 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.Lindamood Phoneme Sequencing (LiPS) Intervention Report - Beginning Reading
Review Details
Reviewed: November 2015
- Randomized Controlled Trial
- Meets WWC standards without 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.
Please see the WWC summary of evidence for Lindamood Phoneme Sequencing (LiPS).
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Woodcock Reading Mastery Test- Revised (WRMT-R): Word Attack subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
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113.70 |
99.50 |
Yes |
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Comprehensive Test of Phonological Processing (CTOPP): Segmenting Words subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
|
15.60 |
11.70 |
Yes |
|
|
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Test of Word Reading Efficiency (TOWRE): Phonemic Decoding Efficiency subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
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16.80 |
10.60 |
Yes |
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|
|
Woodcock Reading Mastery Test- Revised (WRMT-R): Word Identification subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
|
110.60 |
100.60 |
Yes |
|
|
|
Comprehensive Test of Phonological Processing (CTOPP): Phoneme Elision subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
|
15.50 |
12.50 |
Yes |
|
|
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Developmental Spelling Analysis |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
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25.10 |
23.40 |
Yes |
|
|
|
Test of Word Reading Efficiency (TOWRE): Sight Word Efficiency subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
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26.90 |
21.00 |
Yes |
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|
Comprehensive Test of Phonological Processing (CTOPP): Blending Words subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
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20.60 |
18.20 |
Yes |
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Comprehensive Test of Phonological Processing (CTOPP): Rapid Letter Naming subtest |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
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1.20 |
1.20 |
No |
-- |
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Woodcock Reading Mastery Test- Revised (WRMT-R) |
Lindamood Phoneme Sequencing (LiPS) vs. business as usual |
posttest |
Grade 1;
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102.20 |
95.40 |
Yes |
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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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Male: 56% -
Race Other or unknown 33%
Study Details
Setting
The study included students from three elementary schools.
Study sample
First-grade students were identified as potentially at risk of having difficulty reading using a two-stage process. First, a pool of potential candidates was identified based on low scores (bottom 35%) on a test of letter-sound knowledge. Second, study authors computed a probability of reading difficulty for each student, using logistic regression and based on a combined score from three tests that measured phoneme elision, serial naming of numbers, and vocabulary. Students with the highest probabilities of reading difficulty were eligible for inclusion in the study. In total, 112 students potentially at risk of reading difficulty were recruited to participate in the study over 2 consecutive school years. Across these 2 years, 36 students were randomly assigned to the LiPS® intervention group, 36 students were randomly assigned to another intervention (RWT), and 40 students were randomly assigned to the comparison group. The final study sample, after attrition, included 35 students in the LiPS® group, 34 students in the RWT group, and 39 students in the comparison group. The RWT condition does not factor into the intervention’s rating of effectiveness, as the comparison group’s use of a basal reader provided a more appropriate counterfactual to test the effectiveness of LiPS®; however, LiPS® vs. RWT contrasts are presented as supplemental findings in Appendix D. These supplemental findings in the comprehension, alphabetics, and reading fluency domains contrast an oral language approach used in the LiPS® intervention with an approach focused more heavily on spelling and writing in RWT. The supplemental findings do not factor into the intervention’s rating of effectiveness. About 56% of the total sample were male, 33% were minority (mostly African American), and about 35% received free or reduced-price lunch. The average age at the beginning of instruction was 6.5 years.
Intervention Group
The LiPS® program is designed to teach students the skills they need to decode and encode words and to identify individual sounds and blends in words. For this study, as a supplement to regular classroom reading instruction, students were instructed in groups of three, and received four 50-minute sessions per week throughout the school year (i.e., from October through May). On average, students received 84.5 hours of LiPS® instruction.
Comparison Group
Students in the comparison group did not receive any supplemental reading instruction. In two of the schools, the standard reading instruction was Open Court’s Collections for Young Scholars. The third school did not have a standard reading curriculum, but instead allowed teachers to choose their materials for reading instruction.
Outcome descriptions
Assessments were administered immediately following the delivery of the interventions in May of a given school year. Outcomes in the alphabetics domain were measured using the WRMT-R Word Attack and Word Identification subtests; the TOWRE Word Efficiency and Phonemic Decoding Efficiency subtests; the CTOPP Blending Words, Segmenting Words, Phoneme Elision, and Rapid Letter Naming subtests; and a developmental spelling analysis (Tangel & Blachman, 1992). Outcomes in the comprehension domain were measured using the WRMT-R Passage Comprehension subtest. The CTOPP Rapid Digit Naming subtest was excluded from this review, since it was out of scope of the Beginning Reading Protocol. Outcomes were also measured 1 year following the delivery of the intervention. Reading fluency was measured using the Gray Oral Reading Test–Third Edition (GORT-3) Text Reading Rate subtest. Alphabetics was measured using the WRMT-R, CTOPP, and the Wide Range Achievement Test–Revised (WRAT-R) Spelling subtest. Comprehension was measured using the WRMT-R Passage Comprehension subtest and the GORT-3 Comprehension subtest. These 1-year follow-up assessments are presented as supplemental findings in Appendix D. The supplemental findings do not factor into the intervention’s rating of effectiveness.
Support for implementation
Teachers received 18 hours of pre-service training in LiPS® at the beginning of each year. Biweekly 3-hour staff meetings were held with teachers to discuss instructional or behavioral issues in their classrooms. Supervisors with special expertise in the LiPS® program attended roughly half of these staff meetings.
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.
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Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.; Herron, Jeannine. (2018). Summary of Outcomes from First Grade Study with "Read, Write, and Type" and "Auditory Discrimination in Depth" Instruction and Software with At-Risk Children. FCRR Technical Report #2. Florida Center for Reading Research.
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.
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The sample on which the analysis was conducted.
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Study findings for this report.
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