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

Autor/inn/en	Borman, Geoffrey D.; Borman, Trisha H.; Park, So Jung; Houghton, Scott
Titel	A Multisite Randomized Controlled Trial of the Effectiveness of "Descubriendo la Lectura"
Quelle	In: American Educational Research Journal, 57 (2020) 5, S.1995-2020 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219890612
Schlagwörter	Comparative Analysis; Literacy; Literacy Education; Grade 1; Elementary School Students; Spanish Speaking; Reading Difficulties; Teaching Methods; Intervention; Native Language; Outcomes of Education; Achievement Gains; Instructional Effectiveness; Individualized Instruction; English Language Learners; Independent Study; Educational Quality; Program Implementation; Native Language Instruction + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Individualisierender Unterricht; Selbststudium; Quality of education; Bildungsqualität; Native language education; Muttersprachlicher Unterricht
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01