Title page
Contents
WHY THIS SYNTHESIS? 5
WHAT DID THIS SYNTHESIS DO 7
RESEARCH QUESTIONS 7
CODING COMPONENTS OF EARLY LITERACY INTERVENTIONS 8
ABOUT THE EARLY LITERACY INTERVENTIONS 11
WWC STUDY DATA 12
THE META-ANALYTIC MODEL 12
WHAT DID THIS SYNTHESIS FIND? 16
WHAT ARE COMMON COMPONENTS OF EARLY LITERACY INTERVENTIONS? 16
WHAT ARE THE COMPONENT DOMAINS OF EARLY LITERACY INTERVENTIONS FOUND TO HAVE POSITIVE OR NEGATIVE EFFECTS? 20
WHICH COMPONENT DOMAINS ARE POSITIVELY ASSOCIATED WITH THE EFFECTS OF EARLY LITERACY INTERVENTIONS? 23
TO WHAT EXTENT CAN THE COMPONENT DOMAINS EXPLAIN VARIATION IN INTERVENTION EFFECTS? 26
TAKE-AWAYS AND IMPLICATIONS 27
STUDIES INCLUDED IN THE META-ANALYSIS 30
OTHER REFERENCES 35
Table 1. Implementation of selected components in the instructional practices, structures, and academic supports component type 17
Table 2. Implementation of selected components in the assessment and placement component type 18
Table 3. Implementation of selected components in the educator supports component type 18
Table 4. Implementation of selected components in the organizational structures and supports component type 19
Table 5. Implementation of selected components in the non-academic student supports component type 19
Figure 1. The four levels of the component taxonomy 8
Figure 2. The five types of early literacy components and 15 component domains 10
Figure 3. Who delivered the interventions? 11
Figure 4. Implementation of component types in early literacy interventions 16
Figure 5. Effects of early literacy interventions on independent alphabetics outcomes 20
Figure 6. Component domains included in early literacy interventions that had positive or negative effects on independent alphabetics outcomes 22
Figure 7. Magnitudes of relationships between each component domain and intervention impacts on independent alphabetics outcomes 24