Review Protocols
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?
Prior versions available for download.
Table of Contents
- Purpose Statement
- Key Definitions
- Procedures for Conducting the Literature Search
- Eligibility Criteria
- Evidence Standards
Protocol Details
- 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?
Starting in January 2021, the What Works Clearinghouse (WWC) uses the Study Review Protocol in combination with the Procedures and Standards Handbook to guide reviews of all studies. In particular, the Study Review Protocol provides additional information on eligible outcome domains for all topic areas reviewed by the WWC and provides examples of outcome measures that fall within each domain.
When conducting systematic reviews, the WWC uses the Study Review Protocol to review studies and an accompanying topic area synthesis protocol to define the parameters of the systematic review. The synthesis protocol provides criteria for the literature search; guidance on how to identify and prioritize relevant studies for review and inclusion in evidence synthesis products; and guidance on intervention, sample, and outcome eligibility criteria for the synthesis.
Prior to 2021, studies were typically reviewed using a topic-specific synthesis protocol and the corresponding version of the Procedures and Standards Handbook. In addition to defining the parameters for the review, these protocols described any topic-specific applications of the design standards, such as how to establish baseline equivalence between samples when required.