Research Studies Prove Success
Free or Reduced Lunch (%)
Years Studied
Grade Levels
Effect Size*
Curricula
Size
Major Findings
Results
1 2005– 2006
C : 0.25
616 students 47 teachers 10 schools
57%
1
Students whose teachers used A2i demonstrated greater reading growth on the Woodcock-Johnson III Passage Comprehension and Letter-Word ID subtests, compared with the control group, controlling for fall reading and vocabulary scores and child and school characteristics. The more time teachers spent using A2i, the stronger students’ reading skills were by the end of the year.
Reading Mastery,
Open Court
2 2006– 2007
WR : 0.50 Students whose teachers participated in the A2i system made significantly greater gains on the Woodcock-Johnson III Picture Vocabulary and Letter-Word ID subtests than those whose teachers and schools were in the control group.
Open Court
369 students 25 teachers Seven schools
45%
1
Students in A2i intervention classrooms achieved about a two-month advantage in end-of-year word reading skills compared to those in the control condition. Teachers who used A2i provided more differentiated reading instruction than those in control classrooms. The more precisely teachers followed the A2i recommended dosage for instruction, the greater were students’ reading achievement scores.
3 2007– 2008
WR : 0.52 Students whose teachers used A2i outperformed students in a control group on the AIMSWeb Letter Sound Fluency, the Woodcock-Johnson III (Picture Vocabulary, Letter Word Identification, and Word Attack subtests), and the DIBELS assessments (Nonsense Word Fluency and Phoneme Segmenting Fluency subtests). Teachers using A2i provided significantly more individualized instruction.
Open Court
556 students 44 teachers 14 schools
60%
K
The more precisely teachers followed the A2i recommended dosage for instruction, the greater were students’ performances on the AimsWeb, Woodcock-Johnson III, and DIBELs assessments.
* Effect Size C :
Comprehension
WR :
Word Reading
Citations Results 1: Connor, C. M., Morrison, F. J., Fishman, B. J., Schatschneider, C., & Underwood, P. (2007). The early years: Algorithm-guided individualized reading instruction. Science, 315, 464–465. https://doi.org/10.1126/science.1134513 . Results 2: Connor, C. M., Morrison, F. J., Schatschneider, C., Toste, J., Lundblom, E. G., Crowe, E., & Fishman, B. (2011). Effective classroom instruction: Implications of child characteristic by instruction interactions on first graders’ word reading achievement. Journal of Research on Educational Effectiveness, 4, 173–207. https://doi.org/10.1080/19345747.2010.510179 . Results 3: Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J., & Li, Z. (2011). Assessment data-informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial. Elementary School Journal, 111, 535–560. https://doi.org/10.1086/659031 . Results 4: Connor, C. M., Morrison, F. J., Fishman, B., Giuliani, S., Luck, M., Underwood, P. S., Bayraktar, A., Crowe, E. C., & Schatschneider, C. (2011). Testing the impact of child characteristics × instruction interactions on third graders’ reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46, 189–221. https://doi.org/10.1598/RRQ.46.3.1 . Results 5–8: Connor, C. M., Morrison, F. J., Fishman, B. J., Crowe, E. C., Al Otaiba, S., & Schatschneider, C. (2013). A longitudinal cluster-randomized controlled study on the accumulating effects of individualized literacy instruction on students’ reading from first through third grade. Psychological Science, 24, 1408–1419. https://doi.org/10.1177/0956797612472204 .
8 | A2i Summary of Research
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