WWC review of this study

A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students’ reading from first through third grade

Connor, C. M., Morrison, F. J., Fishman, B., Crowe, E. C., Al Otaiba, S., & Schatschneider, C. (2013). Psychological Science, 24(8), 1408-1419.

  • Randomized Controlled Trial
     examining 
    1,573
     Students
    , grades
    1-3

Reviewed: October 2017

At least one finding shows strong evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Alphabetics outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Letter-Word Identification

Individualized Student Instruction (ISI) vs. Business as usual

2 Years

Full sample;
568 students

N/A

N/A

Yes

 
 
16
 
More Outcomes

Letter-Word Identification

Individualized Student Instruction (ISI) vs. Business as usual

1 Year

Full sample;
464 students

N/A

N/A

Yes

 
 
8
 

Letter-Word Identification

Individualized Student Instruction (ISI) vs. Business as usual

3 Years

Full sample;
541 students

N/A

N/A

Yes

 
 
5
 
Comprehension outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Passage comprehension

Individualized Student Instruction (ISI) vs. Business as usual

2 Years

Full sample;
568 students

N/A

N/A

Yes

 
 
17
 
More Outcomes

Passage comprehension

Individualized Student Instruction (ISI) vs. Business as usual

1 Year

Full sample;
464 students

N/A

N/A

Yes

 
 
8
 

Passage comprehension

Individualized Student Instruction (ISI) vs. Business as usual

3 Years

Full sample;
541 students

N/A

N/A

No

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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.


  • Rural, Suburban, Urban
    • B
    • A
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    Florida
  • Race
    Black
    6%
    Other or unknown
    13%
    White
    81%

Setting

Six schools were recruited for the study. These schools were located in north Florida. There was a total of 117 teachers included throughout the three year study.

Study sample

Specific characteristics regarding students in the sample were not reported. However, the study authors reported that the overall the percentage of students receiving free or reduced-priced lunches at the schools was 47%. Eighty-one percent of students were White, 6% Black, and 13% Other. All classroom teachers were certified following Florida requirements and 23% held at least a master's degree.

Intervention Group

ISI is an intervention that was designed to investigate whether there are any children characteristic and treatment interactions that would impact student reading outcomes. The ISI includes three components: 1. professional development, 2. assessment to instruction software (A2i), and 3. implementation in the classroom. Teachers received half-day workshops at the beginning of the school year that focused on reading and mathematics interventions. Additionally, teachers participated in monthly meetings, individual meetings as needed, and classroom based support every two weeks.

Comparison Group

Teachers in first grade who were assigned to the comparison condition were taught to use Math Pals as a supplement to their regular mathematics curriculum. Teachers in second and third grade were taught to provide 'specific types of researcher-developed mathematics activities for each student based on each students' mathematics skills" (pg. 6).

Support for implementation

Professional development occurred prior to the academic school year. Teachers in the intervention group received support throughout the academic year.

 

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