Gilbert, J. K., Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Barquero, L. A., & Cho, E. (2013). Reading Research Quarterly, 48(2), 135–154. Retrieved from: https://eric.ed.gov/?id=EJ997860
Reviewed: February 2023
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.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Woodcock Reading Mastery Test - Revised: Word Attack |
Responsiveness-to-intervention prevention model—Gilbert et al. (2013) vs. Business as usual |
0 Years |
Full sample;
|
9.56 |
8.40 |
No |
-- | |
|
Test of Word Reading Efficiency-Sight Word Efficiency |
Responsiveness-to-intervention prevention model—Gilbert et al. (2013) vs. Business as usual |
0 Years |
Full sample;
|
26.11 |
24.70 |
No |
-- | |
|
Test of Word Reading Efficiency-Phonemic Decoding Efficiency |
Responsiveness-to-intervention prevention model—Gilbert et al. (2013) vs. Business as usual |
0 Years |
Full sample;
|
6.95 |
6.70 |
No |
-- | |
|
Woodcock Reading Mastery Test - Revised: Word Identification |
Responsiveness-to-intervention prevention model—Gilbert et al. (2013) vs. Business as usual |
0 Years |
Full sample;
|
29.59 |
29.60 |
No |
-- |
Characteristics of study sample as reported by study author.
| Asian | 1% | |
| Black | 47% | |
| Other or unknown | 15% | |
| White | 38% |
| Hispanic | 8% | |
| Not Hispanic or Latino | 92% |
The study is set in a school district in the United States. Two consecutive cohorts of first grade students were recruited for participation, from 11 schools and 69 classrooms.
Table 2 on page 143 reports the demographics for the analysis sample. The sample is 51.89 percent male, 66.04 percent free/reduced price lunch eligible, 46.70 percent African American, 0.94 percent Asian, 37.74 percent Caucasian, 8.02 percent Hispanic, and 6.61 percent other ethnicity.
The intervention condition was implemented as a supplement to the comprehensive reading curriculum used for the comparison condition. The intervention consisted of using more instructors per student and increasing the frequency of instruction. The intervention condition was implemented with small groups, rather than whole-class instruction, with supplemental tutoring three times a week increasing the frequency of instruction.
The comparison group received the district's standard classroom-based reading instruction.
Graduate research assistants received 5 weeks of tutoring training. Twenty-five research assistants provided tutoring across both cohorts.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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