Efficacy of the Leveled Literacyeracy Intervention System for K–2 urban students: An empirical evaluation of LLI in Denver Public Schools

The study took place in 13 urban elementary and K-8 schools in Denver, Colorado. Study sample The study population consisted primarily of minority and economically-disadvantaged students. Roughly three out of four (69%) study participants were Hispanic, and one-third (34%) were classified as English learners. Finally, between 72%–97% of students were eligible for free or reduced-price lunch in 11 of the 13 schools, and almost half (48%) of the students were eligible for free or reduced-price lunch in one other school; no data were reported for the remaining school.
Authors citation
Ransford-Kaldon, C. R., Ross, C. L., Lee, C. C., Sutton Flynt, E., Franceschini, L. A., & Zoblotsky, T. A.
Publication
Memphis, TN: Center for Research in Educational Policy.
Year of Study
2013
Subject
Literacy
Program Evaluated
Leveled Literacyeracy Intervention
Tutor Type
Teacher
Duration
14-18 weeks
Sample size
285
Grade Level(s)
Kindergarten,
1st Grade,
2nd Grade
Student-Tutor Ratio
Small group
Effect Size
0.1
Study Design
Student Randomized
Full citation
Ransford-Kaldon, C. R., Ross, C. L., Lee, C. C., Sutton Flynt, E., Franceschini, L. A., & Zoblotsky, T. A. (2013). Efficacy of the Leveled Literacyeracy Intervention System for K–2 urban students: An empirical evaluation of LLI in Denver Public Schools. Memphis, TN: Center for Research in Educational Policy.