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A convergent, parallel mixed-methods approach combined quasi-experimental design outcomes with qualitative classroom evidence. The treatment group included 11 teachers and 389 students receiving 16 daily lessons, compared with 5 comparison teachers. Findings highlight alignment with reading literature standards, high student engagement, and teacher-observed benefits, especially for reluctant readers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evaluation-research-brief-digital-lizards-of-doom-level-1-curriculum/583241/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evaluation-research-brief-digital-lizards-of-doom-level-1-curriculum/583241.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What evaluation design was used for the DLOD Level 1 curriculum?","Question",{"text":112,"@type":113},"The study used a convergent, parallel mixed-methods design with a quasi-experimental design to examine learning effectiveness while adding qualitative context from classrooms and teacher interviews.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the curriculum implemented in treatment and comparison classrooms?",{"text":117,"@type":113},"Treatment teachers delivered 16 daily lessons (about 45–60 minutes each) over 3–4 weeks using DLOD resources during language and literacy blocks. Comparison classrooms continued their normal instruction and spent the same amount of time on language and literacy.",{"name":119,"@type":110,"acceptedAnswer":120},"What did teachers report about student engagement with DLOD?",{"text":121,"@type":113},"Teachers observed high engagement driven by the graphic novel format, characters and storyline, and audio/video enrichment activities, with benefits described as particularly strong for reluctant readers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583241,1792166520,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Report title or notation here  \nEvaluation  \nResearch Brief:  \nDigital Lizards of Doom Level 1 Curriculum  \nNicholas R. Gillon, PhD, Nathan Storey, PhD, Michael A. Cook, PhD, Steven M. Ross, PhD  \nNovember 2025  \nEvaluation Research Brief: Digital Lizards of Doom Level 1 Curriculum  \nNicholas R. Gillon, PhD, Nathan Storey, PhD, Michael A. Cook, PhD, Steven M. Ross, PhD  \nCenter for Research and Reform in Education Johns Hopkins University School of Education 2800 N. Charles St  \nBaltimore, MD 21218  \n[https://education.jhu.edu/crre](https://education.jhu.edu/crre)  \nPreferred citation: Gillon, N. R. , Storey, N. , Cook, M.A. , and Ross, S. M. ,(2025) . Evaluation Research Brief: Digital Lizards of Doom Level 1 Curriculum. Center for Research and Reform in Education, Johns Hopkins University.  \nNotice of Trademark: “The Johns Hopkins University” and “JHU” are registered trademarks.  \nCopyright © 2025 Johns Hopkins University. No part of this report may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, website display, or other electronic or mechanical methods, without the prior written permission of the Johns Hopkins University Center for Research and Reform in Education. For permission requests, please contact CRRE.  \nEvaluation of the Digital Lizards of Doom Level 1 Curriculum  \nCenter for Research and Reform in Education  \nRESEARCH BRIEF  \nOverview of the Evaluation  \nDigital Lizards of Doom (DLOD) is a multimedia sci-fi fantasy series that aims to engage elementary school students and inspire them to be capable, imaginative, and skillful readers. The creators of the DLOD curriculum, Dizzy Doom Media LLC, contracted with the Center for Research and Reform in Education (CRRE) to conduct an evaluation of the DLOD Level 1: Dizzy Doom curriculum during the 2024-25 school year. The overall research approach was a convergent, parallel mixed-methods design as described by Creswell and Plano Clark (2011) . To evaluate the effectiveness of DLOD on student learning, we employed a quasi-experimental design (QED) . A total of 11 third- , fourth- , and fifth-grade teachers in the treatment group used the DLOD curriculum resources to deliver 16 daily lessons (approximately 45-60 minutes each) to their students (n = 389) over a 3–4 week period. All treatment classroom teachers started the lessons following the school years’winter FastBridge assessment and before the spring assessment. Treatment classroom teachers implemented the program during language and literacy blocks, while comparison school teachers (n = 5) continued their normal (i.e. ,“business as usual”) approach. Comparison classrooms were in the same schools as treatment classrooms. Classrooms in both treatment and comparison groups devoted the same amount of time to language and literacy instruction. Qualitative data were collected to supplement and explain quantitative analyses.  \nData sources and measures for the current study included student achievement data, curriculum content, curriculum implementation observation data, and teacher interviews. A major focus of the evaluation was to understand teachers’ perceptions of students'achievement and engagement and to explore its potential impact on reading scores. Given that DLOD is a supplemental literacy program, fully implemented in only 3–4 consecutive weeks of the school year, and commonly used by teachers for enrichment purposes (i.e. , stimulating interest in reading and class discussions of stories, characters, and themes), we view the QED examination of achievement gains as exploratory, to determine whether measurable benefits on a standardized assessment would be evidenced rather than for making a summative judgment of program effectiveness. That is, although DLOD is aligned with many of the California Common Core State Standards for reading literature for Grades 3–5 (California Department of Education, 2013) , it is not intended to directly teach basic reading sk","cbCaisOw6hDpnna4","https://ap.wps.com/l/cbCaisOw6hDpnna4","pdf",8871380,"English","# Overview of the Evaluation\n## Evaluation approach and research design\n## Data sources and measures\n## Implementation context and instructional use\n## Findings and teacher-reported engagement","[{\"question\":\"What evaluation design was used for the DLOD Level 1 curriculum?\",\"answer\":\"The study used a convergent, parallel mixed-methods design with a quasi-experimental design to examine learning effectiveness while adding qualitative context from classrooms and teacher interviews.\"},{\"question\":\"How was the curriculum implemented in treatment and comparison classrooms?\",\"answer\":\"Treatment teachers delivered 16 daily lessons (about 45–60 minutes each) over 3–4 weeks using DLOD resources during language and literacy blocks. Comparison classrooms continued their normal instruction and spent the same amount of time on language and literacy.\"},{\"question\":\"What did teachers report about student engagement with DLOD?\",\"answer\":\"Teachers observed high engagement driven by the graphic novel format, characters and storyline, and audio/video enrichment activities, with benefits described as particularly strong for reluctant readers.\"}]","Evaluation Research Brief - Digital Lizards of Doom Level 1 Curriculum | PDF",1792046434,13]