WWC review of this study

Annual evaluation report for the Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program: Pilot year 2, 2016– 17 school year

Kuchle, L., Brown, S., & Coukoulis, N. (2018). Washington, DC: American Institutes for Research. Retrieved from: https://eric.ed.gov/?id=ED582923

  • Quasi-Experimental Design
     examining 
    2,736
     Students
    , grades
    K-1
At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: September 2018

Alphabetics outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Pennsylvania Dyslexia Screening and Early Literacy Intervention vs. Intervention

0 Days

Cohort 2 - Grade: K - Pilot Year 2;
2,834 students

58.2

54.3

Yes

 
 
9
 
More Outcomes

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Nonsense Words Fluency subtest

Pennsylvania Dyslexia Screening and Early Literacy Intervention vs. Intervention

0 Days

Cohort 2 - Grade:K - Pilot Year 2;
2,834 students

47.3

42.3

Yes

 
 
8
 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Letter Naming Fluency subtest

Pennsylvania Dyslexia Screening and Early Literacy Intervention vs. Intervention

0 Days

Cohort 1 - Grade: K, Pilot Year 1;
2,736 students

57.6

54.9

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Pennsylvania Dyslexia Screening and Early Literacy Intervention vs. Intervention

0 Days

Cohort 1 - Grade: K - Pilot Year 1;
2,736 students

54.8

55.2

No

--

Dynamic Indicators of Basic Early Literacy Skills (DIBELS): Phoneme Segmentation Fluency subtest

Pennsylvania Dyslexia Screening and Early Literacy Intervention vs. Intervention

0 Years

Cohort 2 - Grade:K - Pilot Year 2;
2,834 students

54.4

55.6

No

--
Phonological awareness outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Dynamic Indicators for Basic Early Literacy Skills (DIBELS) - Nonsense Word Fluency (NWF) - Correct Letter Sounds (CLS)

Pennsylvania Dyslexia Screening and Early Literacy Intervention vs. Intervention

0 Days

Cohort 1 - Grade:K - Pilot Year 1;
2,736 students

44.4

45.8

No

--

Characteristics of study sample as reported by study author.

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    Pennsylvania

Setting

Elementary schools located in the state of Pennsylvania were included in the study. Schools had to have kindergarten levels.

Intervention Group

The study examines the effectiveness of the classroom program portion of the Pennsylvania Dyslexia Screening and Early Literacy Intervention Pilot Program. The study compared student outcomes between those participating in the pilot and those in the comparison group. The classroom program provided kindergarten and first grade teachers as well as designated interventionists with focused professional development on classroom instruction, materials, around the Language Essentials for Teachers of Reading and Spelling (LETRS) Modules 1-3.

Comparison Group

The comparison group continued business as usual.

 

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