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Examining the Impact of QuickReads Technology and Print Formats on Fluency, Comprehension, and Vocabulary Development for Elementary Students

Summary by: Yining Hua

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What is QuickReads Technology? Is it effective?

QuickReads (QR) is a curriculum that uses science and social studies texts to build reading skills. It has both print-only and technology + print formats and utilizes 15-minute instructional sessions built on a model with wide and long-lasting support in comprehension instruction. This study finds that QR enhanced students’ reading skills in all evaluated areas: reading fluency, reading comprehension, and vocabulary. The figure shows the outcome of the reading comprehension assessment. The three bars within each grade group represent students who 1) did not use QR (control), 2) used QR print materials, and 3) used QR technology-based and printed materials, respectively (from left to right). Across all grades, QR effectively enhanced students reading fluency.

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Impact of Providing Teachers and Principals with Performance Feedback on Their Practice and Student Achievement: Evidence from a Large-Scale Randomized Experiment

Mengli Song, Andrew J. Wayne, Michael S. Garet, Seth Brown, and Jordan Rickles

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What is the intervention tested in this study?

The 2-year intervention consisted of three components that were designed to provide educators with performance feedback on classroom practice (four times per year), student growth (once per year), and principal leadership (twice per year), respectively. The intervention targeted principals and teachers of reading and mathematics in grades 4–8, whose participation in the intervention was voluntary with no consequences for tenure or employment.

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Iterative Design and Pilot Testing of the Developing Talkers Tiered Academic Language Curriculum for Pre-Kindergarten and Kindergarten

Tricia A. Zucker, María S. Carlo, Susan H. Landry, Saba S. Masood, Jeffrey M. Williams, Vibhuti Bhavsar

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Can Developing Talkers improve academic vocabulary?

Yes, according to a rigorous study conducted in Texas with young students who were mostly English learners (ELs, 63%). Students who participated in a 26-week shared reading program, which taught academic vocabulary and asked inferential comprehension questions, learned more sophisticated words compared with students who did not (see bar chart below). This study shows that an intervention can cause children as young as pre-kindergarten (pre-k) and kindergarten to learn more academic words. This extends past research on direct instruction to academic level words. Developing academic level language in the earliest grades aligns with modern learning guidelines that view rigorous classroom discourse as foundational to college and career readiness.

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Effect Sizes Larger in Developer-Commissioned Studies than in Independent Studies

Rebecca Wolf, Jennifer Morrison, Amanda Inns, Robert Slavin, and Kelsey Risman

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Rigorous evidence of program effectiveness has become increasingly important with the 2015 passage of the Every Student Succeeds Act (ESSA). One question that has not yet been addressed is whether findings from program evaluations carried out or commissioned by developers are as trustworthy as those identified in studies by independent third parties. Using study data from the What Works Clearinghouse, we found evidence of a “developer effect,” where program evaluations carried out or commissioned by developers produced average effect sizes that were substantially larger than those identified in evaluations conducted by independent parties.

Why is it important to accurately determine the effect sizes of an educational program?

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