Explaining Variation in Findings from Efficacy and Effectiveness Studies for English Reading Interventions for English Learners

Autor/inn/en	Barr, Christopher D.; Reutebuch, Colleen K.; Carlson, Coleen D.; Vaughn, Sharon; Francis, David J.
Titel	Explaining Variation in Findings from Efficacy and Effectiveness Studies for English Reading Interventions for English Learners
Quelle	In: Journal of Research on Educational Effectiveness, 12 (2019) 1, S.116-134 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2018.1529211
Schlagwörter	Intervention; English Language Learners; Grade 1; Elementary School Students; Reading Instruction; Instructional Effectiveness; Randomized Controlled Trials; Comparative Analysis; Identification; Language Arts; Program Evaluation; Achievement Tests; Cognitive Tests; Accountability; Educational Change; Standards; Educational History; Educational Legislation; Federal Legislation; Scores; Equated Scores; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Leseunterricht; Unterrichtserfolg; Identifikation; Identifizierung; Sprachkultur; Programme evaluation; Programmevaluation; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Verantwortung; Bildungsreform; Standard; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Beginning in 2002, researchers developed, implemented, and evaluated the efficacy of an English reading intervention for first-grade English learners using multiple randomized control trials (RCTs). As a result of this efficacy work, researchers successfully competed for an IES Goal 4 effectiveness study using the same intervention. Unlike the efficacy studies, the findings from the effectiveness study begun in 2011 did not yield significant differences in favor of the treatment. We investigated the identification and pre-intervention performance levels of students in efficacy and effectiveness RCT studies and provide data and compare samples from these studies as one means of explaining variation in findings. Findings indicate that pre-intervention performance levels are higher for students in effectiveness RCT studies. This article serves as an exemplar for other effectiveness studies that may not replicate findings from previous efficacy trials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01