Bates, Celeste C.; D'Agostino, Jerome V.; Gambrell, Linda; Xu, Meling (2016). Journal of Education for Students Placed at Risk, v21 n1 p47-59 2016. Retrieved from: https://eric.ed.gov/?id=EJ1089839
Reviewed: January 2024
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 |
|---|---|---|---|---|---|---|---|
|
Me and My Reading Profile (MMRP) |
Reading Recovery® vs. Business as usual |
0 Days |
Full sample;
|
2.61 |
2.52 |
Yes |
|
Characteristics of study sample as reported by study author.
| Other or unknown | 100% |
| Other or unknown | 100% |
| Other or unknown | 100% |
This study includes 225 schools located in South Carolina.
The sample included 1,334 treatment students and 472 comparison students in grade 1. The sample was 60 percent male and 53 percent ethnic minorities. Seventy percent of students qualified for free or reduced-price lunch, and 10 percent were English learners.
Students received Reading Recovery in the fall of the 2012/13 school year. Reading Recovery typically includes daily 30-minute lessons with a Reading Recovery teacher for 12-20 weeks.
Comparison students did not receive Reading Recovery.
None described.
Reviewed: January 2023
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.
Please see the WWC summary of evidence for Reading Recovery®.
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.
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Study findings for this report.
Based on the direction, magnitude, statistical significance, and sample size of the findings within a domain, the WWC assigns effectiveness ratings as one of the following: Tier 1 (strong evidence), Tier 2 (moderate evidence), Tier 3 (promising evidence), uncertain effects, and negative effects. For more detail, please see the WWC Handbook.
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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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