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The Spanish- and English-Language Literacy Impacts on Descubriendo La Lectura Across Three Experimental Replications
Principal Investigator(s): View help for Principal Investigator(s) Trisha Borman, American Institutes for Research
Version: View help for Version V1
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Project Citation:
Borman, Trisha. The Spanish- and English-Language Literacy Impacts on Descubriendo La Lectura Across Three Experimental Replications . Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2023-09-01. https://doi.org/10.3886/E193586V1
Project Description
Summary:
View help for Summary
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 schools’ 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 5 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 4 English-language outcomes were positive, but not statistically
significant. Descriptive results suggest the Spanish-language impacts are
reliably replicated, most likely due to the intervention’s strong
implementation supports.
Funding Sources:
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Institute of Education Sciences, U.S. Department of Education (R305A160060)
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