WWC review of this study

Summative evaluation of the Ready to Learn initiative.

Penuel, W. R., Pasnik, S., Bates, L., Townsend, E., Gallagher, L. P., Llorente, C., & Hupert, N. (2009). Newton, MA: Educational Development Center, Inc. and Menlo Park, CA: SRI International Technical Report.

  • Randomized controlled trial
     examining 
    398
     Students
    , grade
    PK

Reviewed: June 2010

At least one statistically significant positive finding
Meets WWC standards without reservations
Literacy Achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Phonological Awareness Literacy Screening (PALS): Letter Sounds subtest

Media-Rich Literacy Curriculum vs. Science curriculum

Posttest

Overall;
398 students

10.00

6.30

Yes

 
 
20
More Outcomes

Phonological Awareness Literacy Screening (PALS): Letter Recognition subtest

Media-Rich Literacy Curriculum vs. Science curriculum

Posttest

Overall;
398 students

21.20

16.80

Yes

 
 
13

Knowledge of story and print concepts

Media-Rich Literacy Curriculum vs. Science curriculum

Posttest

Overall;
398 students

10.80

9.50

Yes

 
 
10

Letter identification

Media-Rich Literacy Curriculum vs. Science curriculum

Posttest

Overall;
398 students

2.70

2.50

No

--

Phonological Awareness Literacy Screening (PALS): Beginning Sound Awareness

Media-Rich Literacy Curriculum vs. Science curriculum

Posttest

Overall;
398 students

N/A

N/A

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Urban
 

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