Research & Results

The What Works Clearinghouse LLI Effectiveness Study

• Report Type: Third Party Assessment
• Grade Level: K-2
• Highlights: The What Works Clearinghouse and the National Center for Education Evaluation and Regional Assistance (NCEE) found LLI to have a POSITIVE EFFECT on general reading achievement and reading fluency based on a comprehensive review of available evidence.

Evidence for ESSA review of LLI K–2

• Report Type: Third Party Assessment
• Grade Level: K-2
• Highlights: ESSA reviewed the research on LLI, finding STRONG EVIDENCE OF EFFECTIVENESS for students in grades K-2.

Efficacy of the Leveled Literacy Intervention System for K-2 Urban Students: Denver Public Schools

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: K-2
• Region: West
• District Urbanicity: Urban
• District Size: Large
• Highlights: The results of the LLI efficacy study in Denver, CO revealed that LLI POSITIVELY IMPACTS students’ literacy achievement.

Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas & Pinnell Leveled Literacy Intervention

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: K-2
• Region: Southeast, Northeast
• District Urbanicity: Rural, Suburban
• District Size: Medium
• Highlights: The LLI efficacy study conducted in GA and NY employed a randomized controlled trial, mixed-methods design and included both quantitative and qualitative data to discover POSITIVE IMPACTS on students’ literacy achievement.

The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3–5: Data Summary Report for Abilene Independent School District

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: 3-5
• Region: Southwest
• District Urbanicity: Urban
• District Size: Large
• Highlights: The quantitative and qualitative LLI efficacy study in Abilene, TX of 548 student participants found POSITIVE IMPACTS on students’ literacy achievement.

The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3–5: Data Summary Report for Denver Public Schools

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: 3-5
• Region: West
• District Urbanicity: Urban
• District Size: Large
• Highlights: The LLI efficacy study in Denver, CO of 115 students in 3^rd-5^th grade used a mixed-methods design and included both quantitative and qualitative data to discover POSITIVE IMPACTS on students’ literacy achievement.

The Efficacy of the Leveled Literacy Intervention System for Students in Grades 3–5: Data Summary Report for Sandwich Public Schools

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: 3-5
• Region: Northeast
• District Urbanicity: Suburban
• District Size: Medium
• Highlights: The LLI efficacy study in Sandwich, MA determined the efficacy of LLI in increasing literacy achievement for students in grades 3-5, examined implementation fidelity, and determined perceptions of the LLI system according to relevant stakeholder, concluding in POSITIVE IMPACTS on students’ literacy achievement.

Leveled Literacy Intervention Data Collection Project

• Report Type: Self-Reported Data Study
• Grade Level: K-2
• Region: North America
• District Urbanicity: Urban, Suburban, Rural
• District Size: Large, Medium, Small
• Highlights: In this descriptive study of reading gains, 34 sites across the United States and Canada submitted data forms to self-report on student demographics, teacher experience, implementation, and performance data for LLI, finding POSITIVE IMPACTS on students’ literacy achievement.

Fountas & Pinnell Classroom™ : Spotlight on Midway Independent School District

• Report Type: Case Study
• Grade Level: K-6
• Region: Southwest
• District Urbanicity: Suburban
• District Size: Large, Medium
• Highlights: Beyond a new level of competency in literacy as measured through assessments and report cards, FPC has influenced the culture at Midway Independent School District, turning reluctant students into avid readers.

Fountas & Pinnell Classroom™ : Spotlight on Hillsboro City Schools

• Report Type: Case Study
• Grade Level: K-6
• Region: United States
• District Urbanicity: Urban, Suburban, Rural
• District Size: Large, Medium, Small
• Highlights: Hillsboro City Schools’ 3^rd grade state test scores doubled after the first year of implementation of FPC.

Field Study of Reliability and Validity of Fountas & Pinnell Benchmark Assessment Systems 1 and 2

• Report Type: Field Study
• Grade Level: K-8
• Highlights: A total of 22 different schools participated a formative evaluation of BAS to assess reliability of text leveling, and validity and accuracy of reading cores to identify student reading levels.

Field Study of Validity and Reliability: Sistema de evaluación de la lectura (SEL)

• Report Type: Field Study
• Grade Level: K-2
• Highlights: A formative evaluation of the Sistema was conducted to ensure that (1) the leveling of the texts is reliable, and (2) the reading scores are valid and accurately identify each student's reading level. Click on the links below to review the results.

The Research Base for Fountas & Pinnell Classroom™

• Report Type: Research Base
• Grade Level: PreK-6
• Highlights: Fountas & Pinnell Classroom™ rests on a thorough and thoughtful examination of existing research. This is an extensive review of the foundational research underpinning the development of FPC, along with recent research that supports and aligns with a comprehensive literacy system.

Research Base for Leveled Literacy Intervention, Grades K–2 (Levels A–N)

• Report Type: Research Base
• Grade Level: K-5+
• Highlights: The development of LLI was driven by prior research that established about how children learn to read, and what works best with struggling readers.

Research Base for Leveled Literacy Intervention, Grades 3–5+ (Levels L–W)

• Report Type: Research Base
• Grade Level: K-5+
• Highlights: The 15 principles on which the LLI Red, Gold, and Purple systems are based are discussed, along with the supporting research. The lesson framework for the extended systems of LLI rests on these principles.

Research connected with the Development of LLI

• Report Type: Field Study, Pilot Study
• Grade Level: K-5+
• Highlights: During the development of LLI, a field study was conducted at sites around the United States to assess the LLI Student data from three of sites was analyzed for a pilot research project that examined student progress.

BAS Research

• Report Type: Field Study, Study Conducted by Third Party
• Grade Level: K-8
• Highlights: An outside evaluation team conducted an independent study of the system's reliability and validity as a way of measuring reading progress against grade-level criteria.

Research Base: Phonics, Spelling and Word Study Systems (K-6)

• Report Type: Research Base
• Grade Level: K-6
• Highlights: This document explores twelve compelling principles distilled from a large body of research and decades of research on literacy

The Fountas & Pinnell Phonics, Spelling, and Word Study Systems: Explicit, Systematic, and Grounded in the Twelve Principles from Research

• Report Type: Research Summary
• Grade Level: K-6
• Highlights: The Phonics, Spelling, and Word Study Systemsare grounded in twelve principles derived from research evidence.

Phonics Lessons © 2003

• Report Type: Research Base
• Grade Level: K-6
• Highlights: Phonics Lessons are grounded in a wide base of academic research, including all the areas examined by The National Reading Panel, and reflect its recommendations for phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Research Evidence Base

Randomized Control Trial (RCT) Grades 1 and 2

Case Studies Research Trials (CSRT) Grades 1, 2, and 3

American Institutes for Research Study

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: 3-5
• Region: Northeast, Southeast
• District Urbanicity: Urban, Suburban
• District Size: Large, Medium
• Population: Economically Disadvantaged, English Learners, Students with Disabilities
• Highlights: “Overall, results indicate that TCRWP implementation is associated with improvements on ELS achievement starting in the second year of implementation, and in schools that opt to continue with the approach long term, the magnitude of effects grow larder over time.” Furthermore, results pertain to subgroups of students with disabilities and multilingual language learners as well as the general student population.

New York City Data Report, 2019

• Report Type: Efficacy Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Urban
• District Size: Large
• Race/Ethnicity: Asian, Black, Hispanic, White, Multiracial
• Population: Students with Disabilities, Economically Disadvantaged, English Learners

California Data Report, 2018

• Report Type: Efficacy Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Urban, Suburban
• District Size: Large
• Race/Ethnicity: Asian, Black, Hispanic, White, Multiracial
• Population: Students with Disabilities, Economically Disadvantaged, English Learners

PS 249, The Caton School, Brooklyn, NY
PS 36, J.C. Drumgoole School, Staten Island, NY
PS 199, Jesse Isadore Strauss, Manhattan, NY

• Report Type: Case Study
• Grade Level: K-2
• Region: Northeast
• District Urbanicity: Urban
• District Size: Large
• Population: Students with Disabilities, Economically Disadvantaged, English Learners

PS 249, The Caton School, Brooklyn, NY

• Report Type: Case Study
• Grade Level: Elementary
• Race/Ethnicity: Hispanic, Black
• Region: Northeast
• District Urbanicity: Urban
• District Size: Large
• Population: Students with Disabilities, Economically Disadvantaged, English Learners
• Highlights: National Blue Ribbon School; number 1 Title I school in the country

North Shore Middle School/Hartland South Intermediate School, Hartland Lakeside School District, Hartland, WI
Southwood Glen Elementary School, Franklin School District, Franklin, WI

• Report Type: Case Study
• Grade Level: K-8
• Region: Midwest
• District Urbanicity: Suburban
• District Size: Medium
• Population: Students with Disabilities, Economically Disadvantaged, English Learners

PS 15, Roberto Clemente School, Manhattan, NY

• Report Type: Case Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Urban
• District Size: Large
• Race/Ethnicity: Hispanic, Asian, Black
• Highlights: The school was recently recognized as a School of Recognition in Good Standing, with special commendation as ‘Most Improved.’

PS 91 Richard Arkwright School, Queens, NY

• Report Type: Case Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Urban
• District Size: Large
• Population: Students with Disabilities, Economically Disadvantaged, English Learners

PS 290, Manhattan New School

• Report Type: Case Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Urban
• District Size: Large

PS/MS 20, P.O. George J. Werdann, III School, Bronx, NY

• Report Type: Case Study
• Grade Level: Elementary, Middle
• Region: Northeast
• District Urbanicity: Urban
• District Size: Large
• Race/Ethnicity: Hispanic, Black
• Population: Students with Disabilities, Economically Disadvantaged, English Learner

Burr Elementary School, Fairfield, CT

• Report Type: Case Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Suburban
• District Size: Medium
• Race/Ethnicity: Hispanic, White, Multiracial
• Population: Students with Disabilities, Economically Disadvantaged, English Learners

Darien Public Schools, Darien, CT

• Report Type: Case Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Suburban
• District Size: Medium
• Highlights: Hindley and Tokeneke, two of Darien’s five elementary schools, have been awarded National Blue Ribbon status.

Harwinton Consolidated School, Harwinton, CT

• Report Type: Case Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Suburban
• District Size: Small
• Population: Hispanic, White, Multiracial

Kelly Lane Primary School, Granby Public Schools, Granby, CT

• Report Type: Case Study
• Grade Level: Elementary
• Region: Northeast
• District Urbanicity: Suburban
• District Size: Small

Units of Study Research Base

Teachers College Reading and Writing Project is a think tank that has long built its ideas and practices off of established and new research. Download the Research Base document for a summary of some of TCRWP’s key beliefs and practices as well as a summary of the research that informs their work.

ESSA Evidence Criteria for Do the Math

• Report Type: Third Party Assessment
• Grade Level: 3
• Highlights: “Results from QED study indicated significant achievement growth. Participating students outperformed peers at the comparison school in the district on the state assessment.

Do the Math - Clear Creek Independent School District Efficacy Study

• Report Type: Third Party Assessment
• Grade Level: 2
• Highlights: RMC Research analysis revealed that Do The Math students made significant gains on the Math Inventory between Fall and Spring. Findings also showed a significant and positive relationship between minutes of Do The Math instruction per week and Math Inventory gains.

Do The Math - St. Louis Park Public Schools Efficacy Study

• Report Type: Third Party Assessment
• Grade Level: 3-5
• Highlights: Findings from an NWEA Research Report revealed that Do The Math students scores exceeded the projected growth of the NWEA RIT scores from fall to spring.

Math Expressions Meets ESSA Strong Evidence Criteria

• Report Type: Third Party Assessment
• Grade Level: 1-2
• Highlights: Results indicated that students in schools randomly assigned to use Math Expressions had significantly greater math achievement as measure by math assessment designed for the Early Childhood Study-Kindergarten Class of 1998-99.

Math Expressions Research Evidence Base

• Report Type: Research Evidence Base
• Grade Level: Elementary, Middle
• Highlights: The results of the study showed that students using Math Expressions were performing at higher levels of math achievement when compared with students using similar programs. Math Expressions yielded substantial increases in test scores as well as broader measures of understanding.

US Department of Education Institute of Education Sciences (IES): Achievement Effects of Four Early Elementary School Math Curricula: Finding for First and Second Graders (Year 2)

• Report Type: Efficacy Study, Publication from External Organization, Study Conducted by Third Party
• Grade Level: Elementary
• District Urbanicity: Urban, Suburban

Math Expressions: Impact Study, Grades 2 and 4

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: Elementary
• Region: Midwest, West
• District Urbanicity: Suburban, Rural

Math Expressions: Efficacy Study, Grades 3 and 5

• Report Type: Efficacy Study, Study Conducted by Third Party
• Grade Level: Elementary
• District Urbanicity: Suburban
• Study Conducted by: Educational Research Institute of America (ERIA)

Research Evaluation: Matific Mathematics Learning Resources

• Report Type: Third Party Assessment
• Grade Level: 1-6
• Highlights: Qualitative data from the Western Sydney University study gathered from participating students is that Matific assisted learning.

An Evaluation of Matific Uses in Grades Two and Three: A Study of Matific Product Effectiveness

• Report Type: Third Party Assessment
• Grade Level: 2-3
• Region: Hampton City School District in Virginia
• Highlights: A year-long study by SEG Measurement concluded students in classes using Matific improved their math skills significantly more than students in classes receiving instruction without Matific.

Research Evaluation of "Matific"

• Report Type: Third Party Assessment
• Grade Level: 1-6, Special Ed (Henrietta Szold Institute)
• Highlights: Findings from the Henrietta Szold Institute show the benefits of Matific, including comprehension and interest in both learning and teaching.