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<p>This study evaluates Literacy First, a high-dosage tutoring program offering daily one-on-one reading instruction in English or Spanish to K–2 struggling readers. Using universal screening, students scoring below benchmark cutoffs in 41 Texas schools were identified (2017–2023, excluding pandemic years). Of 10,068 eligible students, 5530 were matched via propensity score matching to compare tutoring participants with waitlisted peers. Matching accounted for baseline covariates including pretest scores, gender, special-education and emerging-bilingual status. Across grades and languages, interventions yielded significant gains: Hedges’ <i>g</i> ranged from 0.48 to 1.57, and treated students were 1.8–4 times more likely to reach year-end benchmarks. Effects persisted across gender, initial skill level, bilingual status, special education status, and enrollment cohorts. Yet fewer than 40% of tutored students attained grade-level benchmarks by year-end. These findings suggest that well-structured, tutor-delivered interventions can accelerate early literacy development, though additional supports may be needed to close achievement gaps.</p>

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A community-based reading intervention for K-2 at-risk readers: program evaluation and outcomes

  • 期刊论文

  • 发表日期：

    2026年1月9日

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  • Linling Shen,
  • Sebastian Wren,
  • Pierce Cappelli,
  • Claire Hagen Alvarado,
  • Greg Roberts

摘要

This study evaluates Literacy First, a high-dosage tutoring program offering daily one-on-one reading instruction in English or Spanish to K–2 struggling readers. Using universal screening, students scoring below benchmark cutoffs in 41 Texas schools were identified (2017–2023, excluding pandemic years). Of 10,068 eligible students, 5530 were matched via propensity score matching to compare tutoring participants with waitlisted peers. Matching accounted for baseline covariates including pretest scores, gender, special-education and emerging-bilingual status. Across grades and languages, interventions yielded significant gains: Hedges’ g ranged from 0.48 to 1.57, and treated students were 1.8–4 times more likely to reach year-end benchmarks. Effects persisted across gender, initial skill level, bilingual status, special education status, and enrollment cohorts. Yet fewer than 40% of tutored students attained grade-level benchmarks by year-end. These findings suggest that well-structured, tutor-delivered interventions can accelerate early literacy development, though additional supports may be needed to close achievement gaps.