WWC review of this study

The Impact of Adaptive, Web-Based, Scaffolded Silent Reading Instruction on the Reading Achievement of Students in Grades 4 and 5

Spichtig, Alexandra N.,Gehsmann, Kristin M.,Pascoe, Jeffrey P.,Ferrara, John D. (2019). The Elementary School Journal Retrieved from: https://eric.ed.gov/?id=EJ1208260

  • Randomized Controlled Trial
     examining 
    426
     Students
    , grades
    4-5

Reviewed: March 2021

No statistically significant positive
findings
Meets WWC standards with reservations
Comprehension outcomes—Indeterminate effects found
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

--
More Outcomes
Show Supplemental Findings

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

--

Characteristics of study sample as reported by study author.


  • 16% English language learners

  • Female: 50%
    Male: 50%

  • Urban
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    Northeast
  • Race
    Asian
    9%
    Black
    12%
    Not specified
    8%
    White
    71%
  • Ethnicity
    Hispanic    
    0%
    Not Hispanic    
    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.

 

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