Project Activities
Researchers followed a systematic iterative design process, guided by feedback about feasibility for teacher delivery and the promise of the GROW intervention on student outcomes. After the initial try-outs, the team updated teacher and student materials and finalized proximal assessments (pre-posttests), teacher feedback forms, and fidelity check lists. Then, researchers completed a quasi-experimental pilot test using a within-subjects repeated measures design. At the request of participating schools, the pilot sample expanded beyond kindergarten to assess feasibility and promise for students in preschool through first grade. Researchers also reported the cost for the intervention.
Structured Abstract
Setting
Researchers conducted the initial development in kindergarten classrooms and the pilot study expanded to preschool through first grade in four schools (two public charter and two Catholic Diocese schools in Dallas, Texas).
Sample
Researchers recruited 2 schools for initial development and try-outs of the activities. Then researchers conducted a pilot study to examine pre to post test growth in the same two schools with additional teachers. Researchers also recruited two additional schools for a multi-unit pilot study lasting 4 months (4 thematic units) Teachers provided monthly feedback about feasibility and student promise.
Researchers trained Project GROW teachers to incorporate three research-based components to improve the quality and effectiveness of read-aloud activities: (1) explicit academic vocabulary instruction, (2) dialogic read-aloud with interactive discussions on the literal and inferential meanings of vocabulary and texts, and (3) teacher-led and peer-pair interactive vocabulary application activities. To support fidelity of implementation, the research team developed a manualized intervention with 20 books organized into five monthlong thematic units. Teachers used one book per week and implemented GROW read-aloud activities across three 20-minute sessions within a week. The fully developed Project GROW intervention included teacher training/professional development, proximal assessments, and a fidelity of implementation checklist, as well as the intervention materials.
Research design and methods
Researchers used a cycle of iterative development (design, field test, observe, revise) to prepare book units, proximal assessments, teacher training and teacher feedback and fidelity of implementation checklists. Researchers assessed usability and feasibility of individual Project GROW book units in authentic school delivery settings for young children. In the final phase, researchers conducted a pilot test of the intervention units with a subset of teachers (end-users) implementing two units and another subset implementing four units. All students were assessed at pre- and post-intervention during each month-long unit on proximal assessments. Those students who received four units were also assessed by researchers on distal measures of vocabulary and listening comprehension; their teachers rated students’ pre to post intervention change on behavioral self-regulation.
Control condition
The study design did not randomly assign to a treatment and control condition, but used a within subject repeated measures design. Thus pre-test scores for words are the control/counterfactual for taught words.
Key measures
Iterative design process measures include focus group interviews, teacher feedback ratings, field notes and observations about feasibility. For the pilot study, primary student measures administered by staff included taught vocabulary definitions. Students who participated in four units also were administered a standardized measure of expressive vocabulary and listening comprehension. Their teachers rated change on a behavioral self regulation checklist. The research team observed fidelity using a researcher-developed fidelity tool.
Data analytic strategy
The research team employed mixed methods. They use quantitative and qualitative methods to evaluate feasibility and usability. For the pilot study, the research team used a quantitative approach to compare pre- to post treatment performance on untaught and taught words (proximal vocabulary). In addition student performance was compared on distal measures in classrooms where students participated for 4 months. In these classrooms, teachers described changes in behavioral self-regulation.
Cost analysis strategy
As part of the pilot study, the researchers collected and described data on the implementation costs. Books are commercially available ($250 retail) and the materials are freely available.
Key outcomes
Preliminary findings suggest that the GROW units were feasible for teachers and engaging for students, with positive effects on proximal and distal students' expressive vocabulary development, but not on listening comprehension. Teachers consistently reported GROW books and units feasible to implement; specifically, they indicated the books and lesson materials were appealing to their students, the themes and activities were appropriate, and the books and materials were easy to implement. Furthermore, teachers were observed to implement GROW implementation items with a high degree of adherence, or fidelity to the lessons and with an average dosage of 22.27 minutes (consistent with the intended dosage). Students showed significant improvement in their ability to define the GROW vocabulary and across the units, the effects ranged from d = 0.39 to 0.09. The students also demonstrated significant gains on a standardized measure of expressive vocabulary that did not include any GROW vocabulary (d = 1.17 for English speakers and d = 0.70 for students with a primary language of Spanish). Additionally, teachers observed strong improvements in students' behavior related to self-regulation and SEL competencies (effect sizes were larger than one standard deviation). However, students did not show significant gains on a standardized measure of listening vocabulary.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Researchers produced a fully developed whole-class read-aloud intervention, Project GROW. The research team created an online training that included professional videos of effective teacher implementation using Mursion (a simulated reality program). Finally, researchers presented results at researcher and practitioner-oriented conferences and published findings in a chapter and submitted a paper to a peer reviewed journal.
Publications:
Al Otaiba, S., Wanzek, J., Zaru, M., Donegan, R., Freudenthal, D. R., Stewart, J., ... & Petscher, Y. (2022). Reading achievement and growth mindset of students with reading difficulties or reading disabilities: Contemporary research and implications for research and practice. In Handbook of Special Education Research, Volume II (pp. 31-42). Routledge.
Takada ME, Lemons CJ, Balasubramanian L, Hallman BT, Al Otaiba S and Puranik CS (2023) Measuring kindergarteners’ motivational beliefs about writing: a mixed-methods exploration of alternate assessment formats. Front. Psychol. 14:1217085. doi: 10.3389/fpsyg.2023.1217085
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