Implementation of effective intervention: An empirical study to evaluate the efficacy of fountas & pinnell’s leveled literacy intervention system

This report summarizes evaluation results for an efficacy study of the Leveled Literacyeracy Intervention system (LLI) implemented in Tift County Schools (TCS) in Georgia and the Enlarged City School District of Middletown (ECSDM) in New York during the 2009-2010 school year. Developed by Fountas & Pinnell (2009) and published by Heinemann, LLI is a short-term, small-group, supplemental literacy intervention system designed for students in kindergarten through second grade (K-2) who struggle with literacy. The goal of LLI is to provide intensive support to help these early learners quickly achieve grade-level competency. Both school districts evaluated in this study adopted the targeted, small-group implementation model of LLI in their schools with support from Heinemann consultants providing LLI professional development. This report focuses on the implementation and impact of this model during the first full school year of the system in these schools. The purpose of this study was threefold: (1) to determine the efficacy of the Leveled Literacyeracy Intervention system (LLI) in increasing reading achievement for K-2 students; (2) to examine the implementation fidelity of LLI; and (3) to determine perceptions of the LLI system according to relevant stakeholders. This study focused on two U.S. school districts and comprised 427 K-2 students who were matched demographically and randomly assigned to treatment and control groups. This evaluation used a mixed-methods design to address the following key research questions: (1) What progress in literacy do students who receive LLI make compared to students who receive only regular classroom literacy instruction? (2) Was LLI implemented with fidelity to the developers' model? and (3) What were LLI teachers' perceptions of LLI and its impact on their students' literacy? Altogether, the results from this evaluation allow us to conclude that the LLI system positively impacts students' literacy skills. These results also suggest that continued implementation of LLI would be beneficial in both Tift County Schools and the Enlarged City School District of Middletown. From this evaluation, CREP proposes several recommendations. (Contains 34 tables, 8 footnotes, and 1 figure.) [This study was supported by funding from Heinemann Publishing.]
Authors citation
Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B.
Publication
Center for Research in Educational Policy (CREP)
Year of Study
2010
Subject
Literacy
Program Evaluated
Leveled Literacyeracy Intervention
Tutor Type
Teacher
Duration
14-18 weeks
Sample size
422
Grade Level(s)
Kindergarten,
1st Grade,
2nd Grade
Student-Tutor Ratio
Small group
Effect Size
0.23
Study Design
Student Randomized
Full citation
Ransford-Kaldon, C. R., Flynt, E. S., Ross, C. L., Franceschini, L., Zoblotsky, T., Huang, Y., & Gallagher, B. (2010). Implementation of effective intervention: An empirical study to evaluate the efficacy of fountas & pinnell’s leveled literacy intervention system (Lli). 2009-2010. Center for Research in Educational Policy (CREP). https://eric.ed.gov/?id=ED544374