Study: 81596

Grant Competition

Review Details

Reviewed: January 2023

No statistically significant positive
findings

Meets WWC standards without reservations

For:

Grant Competition (findings for Xtreme Reading)

Using:

Rating:

Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.

This review may not reflect the full body of research evidence for this intervention.

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

Findings

Literacy Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
State test scores English Language Arts (ELA)	Xtreme Reading vs. Business as usual	0 Days	Full sample; 1,191 students	0.10	0.03	No	--
Credit Accumulation English Language Arts (ELA)	Xtreme Reading vs. Business as usual	0 Days	Full sample; 2,587 students	21.50	21.00	No	--
Credit Accumulation English Language Arts (ELA)	Xtreme Reading vs. Business as usual	1 Year	Full sample; 2,224 students	44.80	43.60	No	--
State test scores English Language Arts (ELA)	Xtreme Reading vs. Business as usual	1 Year	Full sample; 1,268 students	0.00	0.00	No	--

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

Sample Characteristics

Characteristics of study sample as reported by study author.

Urban

Study Details

Setting

Ninth-grade classrooms were nested within high schools located predominantly in large and midsize cities. All schools enrolled more than 1,000 students in grades 9 through 12, averaging 1,685 students per school. Thirty-eight percent of the students in the participating schools were eligible for Title I services and that 47% of the students were approved for free or reduced-price lunch.

Study sample

The study sample consisted of ninth-grade students reading 1 to 5 years below grade level. The study did not report other sample characteristics.

Intervention Group

The Xtreme Reading program aimed to improve student's skills by: "(1) student motivation and engagement; (2) reading fluency, or the ability to read quickly, accurately, and with appropriate expression; (3) vocabulary, or word knowledge; (4) comprehension, or making meaning from text; (5) phonics and phonemic awareness (for students who could still benefit from instruction in these areas); and (6) writing." In addition to improving general literacy skills the program also target improving content literacy (e.g., modeling, and explaining context-specific strategies that are most applicable in English, science, and social studies texts. RAAL is a year-long course that replaces a ninth-graders elective course (i.e., supplement to their regular ELA classes).

Comparison Group

Rather that attending the Xtreme Reading supplemental class, students randomly assigned to the comparison condition attended their school’s regularly offered elective classes.

Support for implementation

Xtreme Reading teachers attended a summer training institute held prior to each year of implementation. In addition, they attended one 2-day booster training sessions each year. Onsite support is also provided by the Xtreme Reading developers through instructional coaching visits to the schools.

Xtreme Reading Intervention Report - Adolescent Literacy

Review Details

Review Details

Reviewed: December 2020

For:

Xtreme Reading Intervention Report - Adolescent Literacy

Using:

Rating:

Additional source not reviewed (View primary source).

Findings

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

Sample Characteristics

Study sample characteristics were not reported.

Grant Competition

Review Details

Review Details

Reviewed: February 2016

Meets WWC standards without reservations

For:

Grant Competition

Using:

Rating:

Meets WWC standards without reservations

Findings

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

Sample Characteristics

Study sample characteristics were not reported.

Grant Competition

Review Details

Reviewed: November 2012

No statistically significant positive
findings

Meets WWC standards without reservations

For:

Grant Competition (findings for Xtreme Reading)

Using:

Rating:

Meets WWC standards without reservations

Findings

Academic achievement outcomes—Statistically significant negative effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
State test scores math	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 1,405 students	0.07	-0.01	No	--
Credit Accumulation Overall	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 2,587 students	22.30	21.80	No	--
Credit Accumulation Social Studies	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 2,587 students	21.20	20.40	No	--
Credit Accumulation Science	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 2,587 students	24.80	24.10	No	--
Credit Accumulation Overall	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 2,224 students	46.20	45.50	No	--
Credit Accumulation Social Studies	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 2,224 students	44.10	42.90	No	--
Credit Accumulation Science	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 2,224 students	50.60	49.10	No	--
Attendance rate	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 2,188 students	91.90	91.10	No	--
Ever Suspended	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 1,920 students	32.70	31.90	No	--
Credit Accumulation Math	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 2,587 students	22.80	22.60	No	--
State test scores Social Studies	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 505 students	0.05	0.06	No	--
Attendance rate	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 2,573 students	94.10	94.00	No	--
State test scores Science	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 1,392 students	-0.06	-0.04	No	--
State test scores Science	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 1,197 students	0.10	0.13	No	--
Credit Accumulation Math	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 2,224 students	47.20	47.70	No	--
State test scores math	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 1,311 students	-0.02	0.04	No	--
State test scores Social Studies	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 1,148 students	-0.12	0.01	No	--
Ever Suspended	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 2,251 students	33.20	34.00	No	--

Literacy Achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
State test scores English Language Arts (ELA)	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 1,191 students	0.10	0.03	No	--
Credit Accumulation English Language Arts (ELA)	Xtreme Reading vs. Business as usual	End of Program Year	Complete sample; 2,587 students	21.50	21.00	No	--
Credit Accumulation English Language Arts (ELA)	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 2,224 students	44.80	43.60	No	--
State test scores English Language Arts (ELA)	Xtreme Reading vs. Business as usual	End of Follow-Up Year	Complete sample; 1,268 students	0.00	0.00	No	--

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

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 49%
Male: 51%
Urban

Race
Black		47%
White		16%

Ethnicity
Hispanic		31%
Not Hispanic or Latino		69%

Grant Competition

Review Details

Reviewed: November 2012

No statistically significant positive
findings

Meets WWC standards without reservations

For:

Grant Competition (findings for Reading Apprenticeship Academic Literacy (RAAL))

Using:

Rating:

Meets WWC standards without reservations

Findings

Academic achievement outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
State test scores Social Studies	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 447 students	0.10	-0.06	No	--
State test scores Science	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 1,151 students	0.05	-0.10	No	--
Credit Accumulation Math	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,563 students	21.90	20.70	No	--
Credit Accumulation Overall	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,563 students	20.50	19.90	No	--
Credit Accumulation Science	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,563 students	22.00	21.20	No	--
State test scores math	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 1,263 students	0.09	0.04	No	--
Attendance rate	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,528 students	92.90	92.30	No	--
Credit Accumulation Science	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Follow-Up Year	Complete sample; 2,212 students	45.80	44.60	No	--
State test scores Social Studies	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 1,089 students	0.05	-0.01	No	--
Credit Accumulation Overall	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Follow-Up Year	Complete sample; 2,212 students	42.60	42.10	No	--
Attendance rate	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,346 students	90.50	90.20	No	--
Credit Accumulation Social Studies	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,563 students	20.60	20.60	No	--
Credit Accumulation Social Studies	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Follow-Up Year	Complete sample; 2,212 students	42.30	42.50	No	--
Credit Accumulation Math	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Follow-Up Year	Complete sample; 2,212 students	43.90	43.50	No	--
State test scores Science	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 1,269 students	0.06	0.07	No	--
Ever Suspended	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,160 students	30.80	32.40	No	--
State test scores math	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 1,226 students	-0.04	-0.01	No	--
Ever Suspended	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,016 students	31.70	35.90	No	--

Literacy Achievement outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
State test scores English Language Arts (ELA)	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 1,053 students	0.13	-0.02	No	--
Credit Accumulation English Language Arts (ELA)	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 2,563 students	18.80	18.10	No	--
Credit Accumulation English Language Arts (ELA)	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Follow-Up Year	Complete sample; 2,212 students	40.20	39.50	No	--
State test scores English Language Arts (ELA)	Reading Apprenticeship Academic Literacy (RAAL) vs. Business as usual	End of Program Year	Complete sample; 1,140 students	0.00	-0.03	No	--

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

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 49%
Male: 51%
Urban

Race
Black		47%
White		16%

Ethnicity
Hispanic		31%
Not Hispanic or Latino		69%

The Enhanced Reading Opportunities study final report: The impact of supplemental literacy courses for struggling ninth-grade readers [Analysis of Xtreme Reading] (NCEE 2010-4021).

Grant Competition

Review Details

Findings

Sample Characteristics

Study Details

Setting

Study sample

Intervention Group

Comparison Group

Support for implementation

Xtreme Reading Intervention Report - Adolescent Literacy

Review Details

Findings

Sample Characteristics

Grant Competition

Review Details

Findings

Sample Characteristics

Grant Competition

Review Details

Findings

Sample Characteristics

Grant Competition

Review Details

Findings

Sample Characteristics