Title page
Contents
Why this study? 2
Research questions 3
Findings 7
Implications 17
Limitations 18
References 19
Figure 1. Implementation characteristics varied among the 132 interventions evaluated by high-quality impact studies 8
Figure 2. Among interventions that taught the language domain exclusively, those that included one-on-one or small-group configurations led to significantly better language... 9
Figure 3. Interventions that taught language, phonological awareness, print knowledge, decoding, or early writing were likely to improve performance in the taught domain 9
Figure 4. Interventions that taught language improved performance on researcher-developed language outcomes, which often represent skills similar to those taught, more... 11
Figure 5. Interventions that taught phonological awareness improved phonological awareness performance more than interventions that did not teach phonological awareness 12
Figure 6. Interventions that taught print knowledge and phonological awareness significantly improved performance in print knowledge 13
Figure 7. Interventions that taught phonological awareness and print knowledge, with or without decoding, significantly improved decoding performance 14
Figure 8. Interventions that taught phonological awareness and print knowledge, with or without early writing, improved early writing performance 16
Figure 9. Interventions that taught early writing improved performance on research-developed language outcome measures, which often represent skills similar to those taught 16
Boxes
Box 1. Language and literacy domains of interest 4
Box 2. Key terms 4
Box 3. Data sources, sample, and methods 5