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Using a matched pair cluster randomized control trial during the 2021/22 school year (3,071 students across 29 public elementary schools), LFP treatment schools received kits, Digital Reader access, and virtual training with follow-up support. Results showed treatment students earned a 4.31-point higher average scale score than controls, with a statistically significant but small effect size (Hedges’ g = 0.19).",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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average scale score than the control group, with a small effect size (Hedges’ g = 0.19) despite statistical significance.",{"name":74,"@type":61,"acceptedAnswer":75},"Were there limitations or needs for further research?",{"text":76,"@type":64},"The report notes implementation challenges and limitations and indicates further research is needed to test generalizability across districts and contexts, including more favorable conditions without frequent COVID disruptions.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},585717,1792209935,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,115,119,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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Performance  \nPrepared for Pioneer Valley Books by McREL November 2022  \ncuriosity for better learning  \nMcREL project team Study Authors:  \nBradley Rentz, Ph.D. Robert Merth Darienne Dey  \nProject Co-Leads:  \nLisa M. Jones, Ph.D.  \nSheila A. Arens, Ph.D.  \nContributors:  \nFaith Connelly Paul Burkander  \n© McREL International  \nRecommended citation: Rentz, B., Merth, R., Dey, D., Jones, L. M., & Arens, S. A. (2022) . Literacy footprints guided reading system: Effects on grade 3 English language arts assessment performance. McREL International.  \nThis study evaluates the efficacy of a commercial product, Literacy Footprints, developed by Pioneer Valley Books. The authors of this paper are employed by McREL International, a private 501(c)(3) nonprofit corporation specializing in research and evaluation services, which was contracted by Pioneer Valley Books to design and carry out the study. None of the researchers receive commission on sales of the products.  \nMcREL International is a nonprofit, nonpartisan research, development, and service organization that helps schools, districts, and education agencies improve outcomes for all students. We provide:  \n• analysis and alignment of curriculum, instruction, assessment, and standards.  \n• professional development, learning, and coaching for teachers, principals, and system leaders.  \n• research, data analysis, logic models, and program evaluations.  \n• school improvement recommendations, action planning, implementation support, and technical assistance.  \n4601 DTC Boulevard, Suite 500, Denver, CO 80237  \n745 Fort Street, Suite 1915, Honolulu, HI 96816 [www.mcrel.org](www.mcrel.org | 800.858.6830 | info@mcrel.org)[ | 800.858.6830 |](www.mcrel.org | 800.858.6830 | info@mcrel.org)[ info@mcrel.org](www.mcrel.org | 800.858.6830 | info@mcrel.org)  \nLiteracy Footprints Guided Reading System  \nExecutive Summary  \nPioneer Valley Books (PVB) contracted McREL International to investigate the effects of the thirdgrade 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 .  \nMcREL 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  \nFlorida 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.1  \nUsing 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 generalizabi","cbCaid5z89PsZmuM","https://ap.wps.com/l/cbCaid5z89PsZmuM","pdf",1427433,"English","# Executive Summary\n## Study Design and Trial Results\n# Background","[{\"question\":\"What was the purpose of this study?\",\"answer\":\"McREL International evaluated whether the Literacy Footprints (LFP) guided reading system improved grade 3 English language arts performance on state assessments.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The study used a matched pair cluster randomized control trial in the 2021/22 school year with 3,071 students from 29 public elementary schools.\"},{\"question\":\"What were the main findings for grade 3 students?\",\"answer\":\"Students in the treatment group earned a 4.31-point higher average scale score than the control group, with a small effect size (Hedges’ g = 0.19) despite statistical significance.\"},{\"question\":\"Were there limitations or needs for further research?\",\"answer\":\"The report notes implementation challenges and limitations and indicates further research is needed to test generalizability across districts and contexts, including more favorable conditions without frequent COVID disruptions.\"}]","Literacy Footprints Guided Reading System - Effects on Grade 3 English Language Arts Assessment Performance | PDF",1792055643]