A Multisite Randomized Controlled Trial of the Effectiveness of Descubriendo la Lectura

Dados Bibliográficos

ID8224501
AutoresGeoffrey D Borman (0000-0002-7039-8208, University of Wisconsin–Madison, autor correspondente), Trisha H Borman, Trisha Borman (0000-0003-4176-4202, American Institutes for Research), So Jung Park (0000-0002-5444-0250, American Institutes for Research), Scott Houghton (0000-0003-0165-122X, American Institutes for Research)
Ano2020
Volume57
Fascículo5
Páginas1995-2020
Data de publicação2020-10-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoAmerican Educational Research Journal (JOURNAL)
Identificadores do periódicoISSN: 0002-8312 • E-ISSN: 1935-1011
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0002831219890612
OpenAlexW2994855858
IdiomaEN
Citações recebidas3
Referências citadas21

We present findings from a randomized controlled trial of Descubriendo la Lectura (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school’s lowest performing first-graders. Examining literacy outcomes for 187 students, hierarchical linear model analyses revealed statistically significant effects of student-level assignment to DLL on all 9 outcomes evaluated. Impacts were as large as 1.24 standard deviations, or a learning advantage relative to controls exceeding a full school year of achievement growth. The mean effect size of d = 0.66 across the nine literacy measures is equal to approximately two thirds of the overall literacy growth that occurs across the first-grade year

Intervention (counseling · Linguistics · Literacy · Mathematics education · Multilevel model · Pedagogy · Randomized controlled trial · Randomized experiment · Reading (process · Sociology · Statistics · Demography · Literacy and Educational Practices · Mathematics · Medicine · Psychology · Reading and Literacy Development