James S. Kim
Effectiveness of Structured Teacher Adaptations to an Online Content Literacy Intervention for Third Graders: A Randomized Controlled Trial During COVID-19
Jackie E. Relyea, Joshua B. Gilbert, Mary A. Burkhauser, Ethan Scherer, Douglas M. Mosher, Zhongyu Wei, Johanna N. Tvedt, James S. Kim.Topics: Student LearningScaling up evidence-based educational interventions to improve student outcomes presents challenges, particularly in adapting to new contexts while maintaining fidelity. Structured teacher adaptations that integrate the strengths of experimental science (high fidelity) and improvement science (… more →
Leveraging Item Parameter Drift to Assess Transfer Effects in Vocabulary Learning
Topics: MethodsLongitudinal models of individual growth typically emphasize between-person predictors of change but ignore how growth may vary within persons because each person contributes only one point at each time to the model. In contrast, modeling growth with multi-item assessments allows evaluation of… more →
Improving elementary school students’ reading comprehension through content-rich literacy curriculum: The effect of structured read-aloud supplements on measures of reading comprehension transfer
Topics: Student LearningThis study contributes to the science of teaching reading by illustrating how a ubiquitous classroom practice – read alouds – can be enhanced by fostering teacher language practices that support students’ ability to read for understanding. This experimental study examines whether and to what… more →
Understanding Heterogeneous Patterns of Family Engagement with Educational Technology to Inform School-Family Communication in Linguistically Diverse Communities
Topics: Families and CommunitiesWe leverage log data from an educational app and two-way text message records from over 3,500 students during the summers of 2019 and 2020, along with in-depth interviews in Spanish and English, to identify patterns of family engagement with educational technology. Based on the type and timing… more →
Time to Transfer: Long-Term Effects of a Sustained and Spiraled Content Literacy Intervention in the Elementary Grades
James S. Kim, Joshua B. Gilbert, Jackie E. Relyea, Patrick Rich, Ethan Scherer, Mary A. Burkhauser, Johanna N. Tvedt.Topics: Student LearningWe investigated the effectiveness of a sustained and spiraled content literacy intervention that emphasizes building domain and topic knowledge schemas and vocabulary for elementary-grade students. The Model of Reading Engagement (MORE) intervention underscores thematic lessons that provide an… more →
The COVID-19 Impact on Reading Achievement Growth of Grade 3-5 Students in a U.S. Urban School District: Variation across Student Characteristics and Instructional Modalities
Topics: Student LearningThe current study aimed to explore the COVID-19 impact on the reading achievement growth of Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students’ demographic characteristics and instructional modality. Specifically, using administrative data… more →
Modeling Item-Level Heterogeneous Treatment Effects with the Explanatory Item Response Model: Leveraging Online Formative Assessments to Pinpoint the Impact of Educational Interventions
Topics: MethodsTags: AssessmentAnalyses that reveal how treatment effects vary allow researchers, practitioners, and policymakers to better understand the efficacy of educational interventions. In practice, however, standard statistical methods for addressing Heterogeneous Treatment Effects (HTE) fail to address the HTE that… more →
Effectiveness of Tier 1 Content-Integrated Literacy Intervention on Early Elementary English Learners’ Reading Comprehension and Writing: Evidence from Randomized Controlled Trial
Topics: Student LearningThe current study replicated and extended the previous findings of content-integrated literacy intervention focusing on its effectiveness on first- and second-grade English learners’ (N = 1,314) reading comprehension, writing, vocabulary knowledge, and oral proficiency. Statistically significant… more →
Bridging human and machine scoring in experimental assessments of writing: tools, tips, and lessons learned from a field trial in education
Topics: MethodsIn a randomized trial that collects text as an outcome, traditional approaches for assessing treatment impact require that each document first be manually coded for constructs of interest by human raters. An impact analysis can then be conducted to compare treatment and control groups, using the… more →
Using a Factorial Design to Maximize the Effectiveness of a Parental Text Messaging Intervention
Topics: Families and CommunitiesParental text messaging interventions are growing in popularity to encourage at-home reading, school-attendance, and other educational behaviors. These interventions, which often combine multiple components, frequently demonstrate varying amounts of effectiveness, and researchers often cannot… more →