Li, Linlin; Ringstaff, Cathy; Tripathy, Rachel Grimes; Flynn, Kylie; Thomas, Larry (2019). Retrieved from: https://eric.ed.gov/?id=ED604594
Reviewed: August 2021
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 |
|---|---|---|---|---|---|---|---|---|
|
Researcher-developed Word Learning Strategies (WLS) |
Word Learning Strategies (WLS) vs. Business as usual |
0 Days |
Full sample;
|
21.33 |
16.53 |
Yes |
|
|
|
Vocabulary Assessment Study in Education (VASE) |
Word Learning Strategies (WLS) vs. Business as usual |
0 Days |
Full sample;
|
59.14 |
58.43 |
No |
-- | |
|
Gates-MacGinitie Reading Tests (GMRT): Total |
Word Learning Strategies (WLS) vs. Business as usual |
0 Days |
Full sample;
|
474.47 |
474.55 |
No |
-- |
Characteristics of study sample as reported by study author.
| Other or unknown | 100% |
The study took place in 12 districts in the state of California. The intervention was implemented as a whole-class supplementary curriculum during English Language Arts classes.
A total of 1,553 students from 83 grade 4 classrooms in 12 school districts were included in this study. The authors do not include details on sample characteristics. It is alluded to that the sample includes schools with high numbers of English learners and students from low-income backgrounds. The authors randomly assigned 50 classrooms to the intervention group and 48 classrooms to the comparison group.
WLS is a supplemental curriculum for teaching word learning strategies that helps students to infer the meanings of unknown words encountered while reading. All students are taught to use context clues, word parts, and the dictionary, while Spanish-speaking English learners receive additional instruction in using cognates, and all English learners receive instruction in recognizing idioms. WLS is a 15-week program in which the whole class receives 30 minutes of instruction three days per week. Additional web-based lessons are available for English learners and for students who need more practice. The program was developed as part of a Small Business Innovation Research development study awarded by the Institute of Education Sciences.
The comparison classrooms implemented their usual English Language Arts curriculum.
Teachers of the intervention classrooms received interactive online training as well as the following materials: online tutorials and technical instructions, a detailed teacher manual with daily lesson plans, a teacher reflection log, and presentation materials including slides for overhead projecting, posters, and game cards. Students received activity books, quizzes, tests, and web-based instruction and games. According to data collected from the weekly teacher logs, a majority were able to implement at least 90 percent of the curriculum; however, only 27 percent of cohort 1 teachers and 12 percent of cohort 2 teachers were able to implement all lessons in 15 weeks.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Li, Linlin; Flynn, Kylie; Ringstaff, Cathy; Tripathy, Rachel; Lepori, Kathleen; Wang, Jennifer. (2016). Evaluation of Word Learning Strategies: A Program for Upper-Elementary School Students.
Li, Linlin; Flynn, Kylie; Tripathy, Rachel Grimes; Wang, Jennifer; Austin-King, Kelsey; Graves, Michael F. (2018). Word Learning Strategies: A Program for Upper Elementary School Students.
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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