| Exhibit 13. Impacts on Reading Test Scores for 3rd and 5th Grade Cohorts One Year After the Intervention Year |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| All Interventions | World-level Interventions | Failure Free Reading | Spell Read | Wilson Reading | Corrective Reading | ||||||||||||||||||||
| Grade 3 Cohort | Baseline | Control Gain | ABCD Impact | Control Gain | BCD Impact | Control Gain | A Impact | Control Gain | B Impact | Control Gain | C Impact | Control Gain | D Impact | ||||||||||||
| Word Attack | 92.4 | -0.3 | 5.3 | * | 0.3 | 5.5 | * | -2.2 | 4.9 | * | -0.3 | 5.4 | * | 0.5 | 5.8 | * | 0.7 | 5.2 | * | ||||||
| TOWRE PDE | 85.5 | 1.1 | 4.0 | * | 1.0 | 4.9 | * | 1.3 | 1.3 | 3.4 | 4.9 | * | 1.8 | 4.1 | * | -2.3 | 5.5 | * | |||||||
| Word Identification | 88.7 | -0.1 | 2.3 | * | 0.0 | 2.5 | * | -0.4 | 1.8 | 1.8 | 0.7 | -2.2 | 4.1 | * | 0.6 | 2.6 | * | ||||||||
| TOWRE SWE | 86.6 | 3.5 | 1.7 | * | 3.7 | 1.6 | * | 2.7 | 2.0 | * | 4.0 | 0.9 | 2.8 | 2.6 | * | 4.3 | 1.4 | ||||||||
| AIMSweb | 40.9 | 33.7 | 5.3 | 33.4 | 4.5 | 34.4 | 7.9 | * | 30.1 | 6.0 | * | 31.9 | 3.6 | 38.3 | 3.9 | ||||||||||
| Passage Comprehension | 91.6 | -0.3 | 2.1 | * | 0.3 | 1.3 | -2.1 | 4.4 | * | 1.2 | 0.1 | -2.5 | 3.5 | 2.3 | 0.3 | ||||||||||
| GRADE | 86.1 | -7.5 | 1.0 | -6.9 | 0.4 | -9.3 | 2.8 | -10.0 | 2.1 | -10.4 | 0.1 | -0.1 | -1.1 | ||||||||||||
| Sample Size | 329 | 329 | 240 | 89 | 91 | 70 | 79 | ||||||||||||||||||
| All Interventions | World-level Interventions | Failure Free Reading | Spell Read | Wilson Reading | Corrective Reading | ||||||||||||||||||||
| Grade 5 Cohort | Baseline | Control Gain | ABCD Impact |
Control Gain | Impact | Control Gain | A Impact | Control Gain | B Impact | Control Gain | C Impact | Control Gain | D Impact | ||||||||||||
| Word Attack | 93.2 | 1.5 | 2.7 | * | # | 1.8 | 3.8 | * | 0.4 | -0.8 | # | 0.0 | 3.5 | 2.3 | 7.8 | * | 3.1 | 0.2 | # | ||||||
| TOWRE PDE | 81.0 | 5.3 | 1.7 | 5.2 | 2.4 | * | 5.4 | -0.3 | 4.9 | 3.2 | 4.2 | 2.6 | 6.6 | 1.4 | |||||||||||
| Word Identification | 88.7 | 3.0 | -0.6 | # | 3.4 | -0.6 | # | 1.7 | -0.6 | # | 1.5 | 0.1 | 4.3 | 0.0 | # | 4.3 | -1.9 | # | |||||||
| TOWRE SWE | 84.2 | 3.0 | 1.4 | 3.1 | 1.4 | 3.0 | 1.5 | 1.5 | 3.4 | * | 2.7 | 1.1 | 5.0 | -0.4 | |||||||||||
| AIMSweb | 77.0 | 30.9 | -3.9 | * | # | 30.7 | -3.9 | * | # | 31.6 | -4.1 | # | 26.5 | -3.3 | # | 29.7 | -3.0 | 35.9 | -5.3 | ||||||
| Passage Comprehension | 92.6 | -0.4 | -1.1 | # | -0.8 | -0.7 | 0.8 | -2.5 | # | -2.8 | -0.9 | -1.6 | 0.9 | 1.9 | -2.1 | ||||||||||
| GRADE | 91.2 | -3.5 | 0.7 | -4.7 | 1.2 | 0.2 | -0.9 | -4.8 | -1.1 | -8.9 | 4.7 | -0.4 | 0.0 | ||||||||||||
| Sample Size | 400 | 400 | 272 | 128 | 100 | 88 | 84 | ||||||||||||||||||
| NOTE: The Failure Free, Spell Read, Wilson Reading, and Corrective Reading interventions are labeled A, B, C, and D, respectively. These labels are arbitrary and not related to performance. ABCD is the label for the four interventions combined and BCD is the label for the three word-level intervention combined. | |||||||||||||||||||||||||
| NOTE: Raw scores were analyzed for the AIMSweb, and standard scores were analyzed for all other tests. | |||||||||||||||||||||||||
| NOTE: According to the first row of estimates, students in the third-grade cohort achieved an average standardized Word Attack score of 92.4 at “baseline,” that is, shortly after the beginning of third grade—the intervention year. For the Failure Free Reading intervention, the average standardized Word Attack score one year after the intervention year fell by 2.2 points from the baseline score for the students in the control group (the “control gain”). Also one year after the intervention year, the average score for the students in the treatment group for the Failure Free Reading intervention was 4.9 points higher than for the students in the control group (the “impact”), a difference that is statistically significant, as indicated by the asterisk. According to the columns for “All Interventions,” the average score for the control group was 0.3 points lower than the baseline score, and the average score for the treatment group was 5.3 points higher than the average for the control group, a statistically significant difference. | |||||||||||||||||||||||||
| * Impact is statistically significant at the 0.05 level. | |||||||||||||||||||||||||
| # Impact is statistically different from the 3rd grade cohort impact at the 0.05 level. | |||||||||||||||||||||||||