Abstract
This quantitative study examines the dosage effect of a computer-assisted tutoring approach, Tutoring with the Lightning Squad, on the reading achievement of struggling students. Using a multi-site, cluster-randomized controlled trial design, 188 students in Grades 1-3 from six schools in Minnesota and Virginia were randomly assigned to receive either Lightning Squad tutoring or regular reading instruction between November 2016 and January 2017. Implementation results revealed that many students in the treatment group did not receive the full intended dosage of treatment. Dosage analyses indicated that high attendance in the intervention had a significant positive effect on reading outcomes, including Passage Comprehension and Word Attack. The findings emphasized the critical role of implementation fidelity in program effectiveness and suggested that a higher dosage of the Lightning Squad intervention may lead to better outcomes for struggling readers.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Education for Students Placed at Risk (JESPAR)
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
