External validity of a reading intervention for primary education as shown in Dominican sixth grade students performance on the National Diagnostic Evaluation
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Abstract
The purpose of this study was to explore if there were differences between a group of Dominican sixth grade students that received project USAID-Read’s literacy intervention for two years and six months (n = 10,736) vs. the scores of students from a control group (n =11,135). Methods: This is a secondary data analysis from the sixth-grade national diagnostic evaluation from the Dominican Ministry of Education conducted in 2018 that assessed sixth-grade students' performance in language, math, science, and social studies. Results: The study found that students from project USAID-Read outperformed students from the control group in language and math. Students with the highest categorical scores in language and math were 13% and 56% more likely to belong to project USAID-Read, respectively. Discussion: This study shows the positive effects of a science-based reading intervention that consisted of teacher training, teacher mentoring, and providing students with systematic reading practice with reading materials created for this purpose.
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