No statistically significant positive
findings
Meets WWC standards with reservations
For:
-
Distance Learning Rapid Review (findings for Adaptive, web-based, scaffolded silent reading instruction)
Rating:
-
Meets WWC standards with reservations
because it is a compromised randomized controlled trial, but the analytic intervention and comparison groups satisfy the baseline equivalence requirement.
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.
Comprehension outcomes—Indeterminate effect found for the domain
Outcome measure
|
Comparison
|
Period
|
Sample
|
Intervention mean
|
Comparison mean
|
Significant?
|
Improvement index
|
Evidence tier
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Overall Score
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Full sample;
426 students
|
109.43
|
107.60
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Vocabulary subtest
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Grade: 5;
216 students
|
112.55
|
109.50
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Overall Score
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Grade: 5;
216 students
|
111.64
|
108.90
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Comprehension subtest
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Grade: 5;
216 students
|
110.38
|
108.10
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Comprehension subtest
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Full sample;
426 students
|
108.03
|
106.20
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Comprehension subtest
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Grade: 4;
210 students
|
105.69
|
104.20
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Vocabulary subtest
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Full sample;
426 students
|
109.99
|
108.40
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Overall Score
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Grade: 4;
210 students
|
107.25
|
106.20
|
No
|
--
|
|
Group Reading Assessment and Diagnostic Evaluation (GRADE): Vocabulary subtest
|
Adaptive, web-based, scaffolded silent reading instruction vs.
Business as usual
|
0 Days
|
Grade: 4;
210 students
|
107.36
|
107.20
|
No
|
--
|
|
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.
-
16%
English language learners
-
Female: 50%
Male: 50%
-
Urban
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- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Northeast
-
Race
Asian |
|
9% |
Black |
|
12% |
Other or unknown |
|
8% |
White |
|
71% |
-
Ethnicity
Hispanic |
|
0% |
Not Hispanic or Latino |
|
100% |
Setting
This study included grade 4 and 5 students in six elementary schools within an urban school district in the northeast United States.
Study sample
The analytic sample was evenly distributed between boys and girls. The majority of students identified as white (71%) and 12% and 9% of students identified as Black and Asian, respectively. About one-third of students (39%) qualified for free or reduced-price lunch, 16% were English learners, and 9% had an Individualized Education Program.
Intervention Group
Students in the intervention group were assigned to use the adaptive, web-based scaffolded silent reading component of the Reading Plus program. The study authors intended for intervention group students to complete 100 lessons and engage in the intervention activities at least four times per week during a 25-minute literacy block. Students engaged with the intervention on their own, either within a classroom using tablets or laptops or in a computer lab. In some cases, students used the scaffolded silent reading program in the same room as students engaged in typical instruction.
On average, students completed 93 lessons. Each lesson took about 15 minutes, on average, not including time to get settled, log in, and choose a selection. About 10% of students in the intervention group completed fewer than 60 lessons.
Comparison Group
Students in the comparison group also had a 25-minute supplemental literacy block, which was used for business-as-usual instruction. The instructional approaches experienced by the comparison group varied and included reading leveled books in pairs or small groups, practicing oral reading, discussing books, participating in teacher-directed guided reading groups, and practicing silent reading. Some students received additional instruction in word study, fluency, and reading strategies, and some students received instruction provided by special educators or literacy interventionists.
Support for implementation
The study did not mention any other supports for implementation and implementation varied widely across classrooms. The study monitored fidelity of implementation using a checklist collected by members of the research team, which assessed the degree to which students knew what to do, were able to begin their work promptly, and were supervised effectively.