The Effects of In-School Virtual Tutoring on Student Reading Development: Evidence from a Short-Cycle Randomized Controlled Trial. EdWorkingPaper No. 24-942
Saved in:
| Title: | The Effects of In-School Virtual Tutoring on Student Reading Development: Evidence from a Short-Cycle Randomized Controlled Trial. EdWorkingPaper No. 24-942 |
|---|---|
| Language: | English |
| Authors: | Douglas D. Ready, Sierra G. McCormick, Rebecca J. Shmoys, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 33 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Computer Assisted Instruction, Instructional Effectiveness, Tutoring, Reading Achievement, Randomized Controlled Trials, Evidence, Reading Instruction, Elementary School Students, Scores, Reading Improvement, Reading Difficulties, Oral Reading, Reading Fluency, Reading Comprehension, Achievement Tests, Program Implementation |
| Geographic Terms: | California |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | This paper describes a 12-week cluster randomized controlled trial that examined the efficacy of BookNook, a virtual tutoring platform focused on reading. Cohorts of first- through fourth-grade students attending six Rocketship public charter schools in Northern California were randomly assigned within grades to receive BookNook. Intent-to-Treat models indicate that students in cohorts assigned to BookNook outperformed their control-group peers by roughly 0.05 SDs. Given the substantial variability in usage rates among students enrolled in BookNook cohorts, we also leveraged Treatment-on-the-Treated approaches. These models suggest that students who completed 10 or more BookNook sessions experienced a reading advantage of 0.08 SDs, while those who completed 20 or more sessions--the recommended dosage--experienced a 0.26 SD developmental advantage. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED672510 |
| Database: | ERIC |
Be the first to leave a comment!
