Effects of Enrichment Tutoring on 1st and 2nd Grade Students’ Oral Reading Fluency

Last registered on June 28, 2023
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Pre-Trial

Trial Information

General Information

Title
Effects of Enrichment Tutoring on 1st and 2nd Grade Students’ Oral Reading Fluency
RCT ID
AEARCTR-0011646
Initial registration date
June 24, 2023

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
June 28, 2023, 4:36 PM EDT

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

Country
United States of America
Region
Florida

Primary Investigator

Name
Kalena Cortes
Affiliation
Texas A&M University
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Other Primary Investigator(s)

PI Name
Susanna Loeb
PI Affiliation
Stanford University
Contact Investigator

Additional Trial Information

Status
On going
Start date
2022-08-16
End date
2023-06-30
Keywords
Education
Additional Keywords
reading tutoring program
JEL code(s)
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
The study design is a randomized control trial that compares the reading proficiency of students that receive the 1:1 high dosage tutoring support plus the enrichment tutoring to that of students that receive only the 1:1 high dosage tutoring support. The tutoring program began in August 2022 in 8 schools; 14 first grade and 5 second grade classrooms (19 classrooms in total). This study involves 255 students enrolled in 19 classrooms identified by the school district who agreed to participate. Approximately half of the students in each classroom are randomly assigned to receive the enrichment tutoring along with the 1:1 high dosage tutoring (treatment group, N=131) and approximately half of the students were assigned to receive only the 1:1 high dosage tutoring (control group, N=124).
External Link(s)

Registration Citation

Citation
Cortes, Kalena and Susanna Loeb. 2023. "Effects of Enrichment Tutoring on 1st and 2nd Grade Students’ Oral Reading Fluency." AEA RCT Registry. June 28. https://doi.org/10.1257/rct.11646-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
The Intervention: The study design is a randomized control trial (RCT) that compares the reading proficiency of students that receive the 1:1 high dosage tutoring support plus the enrichment tutoring to that of students that receive only the 1:1 high dosage tutoring support.

The tutoring program began in August 2022 in 8 schools; 14 first grade and 5 second grade classrooms (19 classrooms in total). This study involves 255 students enrolled in 19 classrooms identified by the school district who agreed to participate. Approximately half of the students in each classroom are randomly assigned to receive the enrichment tutoring along with the 1:1 high dosage tutoring (treatment group, N=131) and approximately half of the students were assigned to receive only the 1:1 high dosage tutoring (control group, N=124).

The RCT is undertaken to determine the effects, if any, of enrichment tutoring combined with 1:1 high dosage tutoring on students’ reading proficiency. Two hypotheses will be tested,

(1) Null Hypotheses: Students reading proficiency on literacy outcomes are equal between two groups, one receiving the 1:1 high dosage tutoring plus enrichment tutoring (treated group) and one receiving only the 1:1 high dosage tutoring (control group).

(2) Alternative Hypotheses: Students who receive the enrichment tutoring along with the 1:1 high dosage tutoring (treated group) will make greater gains on literacy outcomes than students receiving only the 1:1 high dosage tutoring (control group).

Random assignment to treatment and control groups will create baseline equivalence of the two groups or no systematic differences at baseline, thereby reducing bias. To strengthen internal validity, members of the two groups will be similar in age, grade level, enrollment in classrooms, and performance level in literacy.

Research Question: The purpose of this research is to determine the impact of the enrichment tutoring on students’ 1st and 2nd grade reading gains. Thus, this RCT study aims to address the following research question: What is the effect, if any, of the enrichment tutoring combined with the 1:1 high dosage tutoring (treated group) on students’ reading proficiency compared to students receiving only the 1:1 high dosage tutoring (control group)?

Randomization: To assign students to one of the experimental conditions, we will employ a student-level randomized control trial design. Specifically, within each classroom (N=19), we randomly assigned half of the students to the treatment group (1:1 high dosage tutoring plus enrichment tutoring) and half of the students to the control group (only the 1:1 high dosage tutoring). The total randomization sample consist of 255 students enrolled in first and second grade classrooms: 131 students in the treated group and 124 students in the control group.
Intervention Start Date
2022-08-16
Intervention End Date
2023-06-30

Primary Outcomes

Primary Outcomes (end points)
Grades (1 and 2): end-of-year reading/literacy outcomes
Primary Outcomes (explanation)
Reading/literacy outcomes: test scores, reading foundation stage assessment, oral fluency assessment

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
To assign students to one of the experimental conditions, we will employ a student-level randomized control trial design. Specifically, within each classroom (N=19), we randomly assigned half of the students to the treatment group (1:1 high dosage tutoring plus enrichment tutoring) and half of the students to the control group (only the 1:1 high dosage tutoring). The total randomization sample consist of 255 students enrolled in first and second grade classrooms: 131 students in the treated group and 124 students in the control group.
Experimental Design Details
Randomization Method
Computer randomization
Randomization Unit
Student-level randomization within each classroom
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
255 students
Sample size: planned number of observations
255 students
Sample size (or number of clusters) by treatment arms
131 students in the treated group;
124 students in the control group.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
MDES: 0.288 (standard deviation)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Stanford University
IRB Approval Date
2023-05-16
IRB Approval Number
68027
Analysis Plan

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Post-Trial

Post Trial Information

Study Withdrawal

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Intervention

Is the intervention completed?
No
Data Collection Complete
Data Publication

Data Publication

Is public data available?
No

Program Files

Program Files
Reports, Papers & Other Materials

Relevant Paper(s)

Reports & Other Materials