This review focuses on beginning reading interventions designed for use with students in grades K–3 (or ages 5–8), with a primary focus on increasing literacy skills.
The following research questions guide this review:
- Among interventions intended to provide literacy instruction, which ones improve literacy skills (alphabetics, reading fluency, comprehension, and general reading achievement) among students in grades K–3?
- Are some interventions more effective than others for certain types of literacy skills?
- Are some interventions more effective for certain types of students, particularly students who have historically lagged behind in reading and/or literacy achievement?
Table of Contents
- Purpose Statement
- Key Definitions
- Procedures for Conducting the Literature Search
- Eligibility Criteria
- Evidence Standards
- Version: 3.0
- Released: September 2014
- Version: 2.1
- Released: August 2012
- Version: 2.0
- Released: May 2012
- Version: 1.0
- Released: September 2006
What is a Protocol?
A review protocol defines the scope of a systematic review. Developed with substantive experts, the protocol defines the parameters for the review, including the research, populations, settings, and outcomes. The protocol also specifies details of the literature search and any topic-specific applications of the design standards.
Protocol versions reflect the version of WWC standards in effect when the protocol was released. Protocol versions that predate the current version of the WWC standards handbook can be used to identify acceptable outcome domains for review within a given topic. The current WWC standards are used to guide the review of studies with acceptable outcomes.