NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1447262
Record Type: Journal
Publication Date: 2024
Pages: 30
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
EISSN: EISSN-1934-5739
The Spanish- and English-Language Literacy Impacts of "Descubriendo la Lectura" across Three Experimental Replications
Trisha H. Borman; Geoffrey D. Borman; So Jung Park; Bo Zhu; Scott Houghton
Journal of Research on Educational Effectiveness, v17 n4 p978-1007 2024
We present findings across three randomized trials of "Descubriendo la Lectura" (DLL), an intervention designed to improve literacy skills of Spanish-speaking first graders struggling with reading. DLL is a one-to-one Spanish-language literacy program lasting 12-20 weeks offered to a school's lowest performing emerging bilingual first graders. Directly replicating procedures across three cohorts, we examined Spanish and English literacy outcomes for approximately 400 students across 30 schools, 10 districts, and five states. Analyses revealed statistically significant effects of student-level assignment to DLL on all 11 Spanish-language outcomes, with an average impact of d = 0.57. Impacts across the four English-language outcomes were positive but not statistically significant. Descriptive results suggest that the Spanish-language impacts are reliably replicated, most likely due to the intervention's strong implementation supports.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Illinois; Texas; Wisconsin; Arizona
Grant or Contract Numbers: N/A