Effects of a Multicomponent Intervention in Upper-Elementary Grades: Findings from a Quasi-Experiment and Conceptual Replication

• In Event: Evaluation of the Impact of Interventions and School Characteristics on Reading and Literacy Achievement

Abstract

We conducted a quasi-experimental study of the effects of a multicomponent intervention, Read STOP Write, in 19 fourth- and fifth-grade classrooms in four diverse urban schools and a conceptual replication in 15 fourth- and fifth-grade classrooms in four less-diverse suburban schools. In the quasi-experiment, students in the fall treatment (N=269) underperformed on the ReadBasix Reading Comprehension subtest from fall to winter compared with students in the spring treatment, or waitlist control (N=161), who subsequently outperformed the fall treatment group on the Word Recognition and Decoding (WRD) subtest from winter to spring. In the conceptual replication, students in the fall treatment (N=141) outperformed the waitlist control (N=126) on the ReadBasix WRD and Morphology subtests from fall to winter.

Authors

• John Z. Strong, University at Buffalo - SUNY

• Laura S. Tortorelli, Michigan State University

• Blythe E. Anderson, University at Buffalo - SUNY

• Eunsoo Cho, University of California - Riverside