Geoffrey D. Borman, Trisha H. Borman, So Jung Park, Scott Houghton
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引用次数: 3
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.
期刊介绍：
The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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