Tutoring with the Lightning Squad: Evaluating the Efficacy of Computer-Assisted Tutoring with Cooperative Learning for Struggling Readers, United States, 2021-2022 (ICPSR 38814)
Version Date: May 18, 2023 View help for published
Principal Investigator(s): View help for Principal Investigator(s)
Mariann Lemke, WestEd
https://doi.org/10.3886/ICPSR38814.v1
Version V1
Summary View help for Summary
This study is an impact evaluation of the "Tutoring with the Lightning Squad" (TWLS) program. Research was funded by a grant awarded to the Success for All Foundation by the U.S. Department of Education's Institute of Education Sciences to study the implementation and effectiveness of the TWLS program. The TWLS research study employed a cluster randomized controlled trial design to assess the impact of the program on participating students, as well as on specific subgroups of students, including those who participated in at least half of possible tutoring sessions. A secondary study compared the effects of small-group tutoring to a one-to-one version of tutoring with the lowest-achieving students in the sample, and an associated implementation study gathered data on the fidelity of implementation. The study also included a cost analysis to provide information on program costs.
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Subject Terms View help for Subject Terms
Geographic Coverage View help for Geographic Coverage
Smallest Geographic Unit View help for Smallest Geographic Unit
School
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Date of Collection View help for Date of Collection
Study Purpose View help for Study Purpose
The purpose of this study was to determine the efficacy of the "Tutoring with the Lightning Squad" (TWLS) program, along with overall computer-assisted tutoring with cooperative learning for elementary school students struggling with reading skills.
Study Design View help for Study Design
The intervention, "Tutoring with the Lightning Squad" (TWLS), placed students in small groups of four to six students. Within each small group, students worked with a partner on a web-based program which includes activities aimed at improving foundational reading skills. Students were to participate in tutoring for 30 minutes every day during school hours. Original plans were to study tutoring in two districts over a two-year period, but school closures and limitations on in-person learning due to COVID-19 caused the study to be shortened to one year and reduced school involvement to one district.
Sample View help for Sample
Cluster randomized trial (school-level randomization)
Time Method View help for Time Method
Universe View help for Universe
Second and third grade students identified as in need of reading support.
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Data Type(s) View help for Data Type(s)
Mode of Data Collection View help for Mode of Data Collection
Description of Variables View help for Description of Variables
Variables in the data include tutoring assessment scores. Demographic variables present in the data pertain to age and gender.
Response Rates View help for Response Rates
The data were collected from 23 schools and 850 second and third grade students.
Presence of Common Scales View help for Presence of Common Scales
Scales used in this study include various assessment scoring methods such as Woodcock-Johnson IV and Rasch Unit (RIT).
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These data are freely available to data users at ICPSR member institutions. The curation and dissemination of this study are provided by the institutional members of ICPSR. How do I access ICPSR data if I am not at a member institution?