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Literacy Footprints Guided Reading System: Effects on Grade 3 English Language Arts Assessment Performance

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Title: Literacy Footprints Guided Reading System: Effects on Grade 3 English Language Arts Assessment Performance
Language: English
Authors: Rentz, Bradley (ORCID 0000-0002-2893-6105), Merth, Robert (ORCID 0000-0002-3534-4335), Dey, Darienne, McREL International
Source: McREL International. 2022.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 20
Publication Date: 2022
Document Type: Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 3
Primary Education
Descriptors: Literacy Education, School Districts, Grade 3, Elementary School Students, English, Language Arts, Teaching Methods, Comparative Analysis, Reading Programs, Public Schools, Standardized Tests, Scores, Effect Size, Program Effectiveness, Academic Achievement, Phonics, Sociocultural Patterns, Learning Theories, Faculty Development, Student Characteristics, Outcome Measures, State Standards
Geographic Terms: Florida
Assessment and Survey Identifiers: Florida State Student Assessment Test
Abstract: Pioneer Valley Books (PVB) contracted McREL International to investigate the effects of the third grade Literacy Footprints (LFP) guided reading system on English language arts (ELA) performance on state assessments. LFP is a research-based, comprehensive, small-group literacy tool that facilitates explicit and systematic guided reading instruction to students in grades K-6. McREL researchers conducted a matched pair cluster randomized control trial to investigate LFP's possible effects on student achievement. The trial, conducted during the 2021/22 school year, included a sample of 3,071 students in 29 public elementary schools in a large suburban Florida school district. The district purchased LFP kits for grade 3 teachers in 14 elementary schools (SY2021/22) that were randomly assigned to the treatment group. Treatment teachers also obtained access to the Digital Reader and received virtual training and follow-up support to implement materials with students. Business-as-usual (BAU) instruction occurred at 15 schools (the control group). After the trial was completed, control group schools received the kits in the 2022/23 school year with access to the Digital Reader. Using a design-based estimator that accounts for both school-level clustering and school-matched pairs, the study found a statistically significant difference in the average English language arts standardized tests scores between treatment and control groups. By the end of the study, the treatment group students on average earned a 4.31-point higher scale score than the control group students. Results showed that, despite implementation challenges and limitations, students who received the treatment outperformed their control group peers on the Florida Statewide Assessment in English language arts. However, although statistically significant, the effect size (Hedges' g = 0.19) is small. This study showed promising evidence for the LFP guided reading system. Further research is needed to examine the generalizability of these results across different school districts and contexts and under more favorable conditions (e.g., without frequent COVID disruptions). [Faith Connelly and Paul Burkander contributed to this report. Lisa M. Jones and Sheila A. Arens co-led the project.]
Abstractor: As Provided
Entry Date: 2022
Accession Number: ED623892
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Literacy Footprints Guided Reading System: Effects on Grade 3 English Language Arts Assessment Performance
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  Data: <searchLink fieldCode="AR" term="%22Rentz%2C+Bradley%22">Rentz, Bradley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2893-6105">0000-0002-2893-6105</externalLink>)<br /><searchLink fieldCode="AR" term="%22Merth%2C+Robert%22">Merth, Robert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3534-4335">0000-0002-3534-4335</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dey%2C+Darienne%22">Dey, Darienne</searchLink><br /><searchLink fieldCode="AR" term="%22McREL+International%22">McREL International</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22McREL+International%22"><i>McREL International</i></searchLink>. 2022.
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  Data: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
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  Data: 20
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  Data: 2022
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Programs%22">Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+Patterns%22">Sociocultural Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome+Measures%22">Outcome Measures</searchLink><br /><searchLink fieldCode="DE" term="%22State+Standards%22">State Standards</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Florida+State+Student+Assessment+Test%22">Florida State Student Assessment Test</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Pioneer Valley Books (PVB) contracted McREL International to investigate the effects of the third grade Literacy Footprints (LFP) guided reading system on English language arts (ELA) performance on state assessments. LFP is a research-based, comprehensive, small-group literacy tool that facilitates explicit and systematic guided reading instruction to students in grades K-6. McREL researchers conducted a matched pair cluster randomized control trial to investigate LFP's possible effects on student achievement. The trial, conducted during the 2021/22 school year, included a sample of 3,071 students in 29 public elementary schools in a large suburban Florida school district. The district purchased LFP kits for grade 3 teachers in 14 elementary schools (SY2021/22) that were randomly assigned to the treatment group. Treatment teachers also obtained access to the Digital Reader and received virtual training and follow-up support to implement materials with students. Business-as-usual (BAU) instruction occurred at 15 schools (the control group). After the trial was completed, control group schools received the kits in the 2022/23 school year with access to the Digital Reader. Using a design-based estimator that accounts for both school-level clustering and school-matched pairs, the study found a statistically significant difference in the average English language arts standardized tests scores between treatment and control groups. By the end of the study, the treatment group students on average earned a 4.31-point higher scale score than the control group students. Results showed that, despite implementation challenges and limitations, students who received the treatment outperformed their control group peers on the Florida Statewide Assessment in English language arts. However, although statistically significant, the effect size (Hedges' g = 0.19) is small. This study showed promising evidence for the LFP guided reading system. Further research is needed to examine the generalizability of these results across different school districts and contexts and under more favorable conditions (e.g., without frequent COVID disruptions). [Faith Connelly and Paul Burkander contributed to this report. Lisa M. Jones and Sheila A. Arens co-led the project.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: English
        Type: general
      – SubjectFull: Language Arts
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Reading Programs
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      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Standardized Tests
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      – SubjectFull: Scores
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      – SubjectFull: Effect Size
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Outcome Measures
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      – SubjectFull: State Standards
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      – SubjectFull: Florida
        Type: general
      – SubjectFull: Florida State Student Assessment Test
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      – TitleFull: Literacy Footprints Guided Reading System: Effects on Grade 3 English Language Arts Assessment Performance
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