WWC review of this study

A written language intervention for at-risk second grade students: A randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model.

Hooper, S. R., Costa, L. C., McBee, M., Anderson, K. L., Yerby, D. C., Childress, A., & Knuth, S. B. (2013). Annals of Dyslexia, 66(1), 44–64. Retrieved from: https://eric.ed.gov/?id=EJ995670

  • Randomized Controlled Trial
     examining 
    129
     Students
    , grades
    1-3

Reviewed: February 2014

No statistically significant positive
findings
Meets WWC standards without reservations
Writing achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Wechsler Individual Achievement Test-II (WIAT-II) Written Expression subtest

Process Assessment of the Learner (PAL) vs. Business as usual

Fall (3rd assessment)

Grade 3;
129 students

13.55

12.40

No

--

Characteristics of study sample as reported by study author.


  • Female: 43%
    Male: 57%
  • Race
    Asian
    1%
    Black
    19%
    Native American
    1%
    Not specified
    4%
    White
    75%
  • Ethnicity
    Hispanic
    12%
    Not Hispanic
    88%

  • Rural, Suburban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
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    • J
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    • Z
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    • a
    • h
    • i
    • b
    • d
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    • f
    • c
    • g
    • j
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    • l
    • m
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    • w
    • y

    South
 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

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