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Evaluation of the Digital Lizards of Doom Level 1 Curriculum

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Title: Evaluation of the Digital Lizards of Doom Level 1 Curriculum
Language: English
Authors: Nicholas R. Gillon, Nathan Storey, Michael A. Cook, Steven M. Ross, Johns Hopkins University, Center for Research and Reform in Education (CRRE)
Source: Center for Research and Reform in Education. 2025.
Availability: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
Peer Reviewed: Y
Page Count: 43
Publication Date: 2025
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Descriptors: Elementary School Students, Multimedia Instruction, Multimedia Materials, Science Fiction, Fantasy, Imagination, Reading, Reading Processes, Cartoons, Novels, Curriculum Evaluation, Curriculum Implementation, Reading Instruction, Teaching Methods, Instructional Effectiveness, Reading Achievement, Learner Engagement, Outcomes of Education, Reading Improvement
Geographic Terms: California (San Diego)
Abstract: Digital Lizards of Doom (DLOD) is a multimedia sci-fi fantasy series that aims to engage elementary school students and inspire them to be capable, imaginative, and skillful readers. The graphic novel's engaging characters and unique format has intrigued both teachers and students. Based on teachers' positive feedback about using DLOD in classrooms, the graphic novel's authors sought a formal evaluation of the curriculum. The present study employed a quasi-experimental design (QED) with mixed methods to evaluate the implementation and impact of the DLOD curriculum, as well as perceptions of teachers who used it. A major focus of the evaluation was to understand teachers' experiences and perceptions and to explore its potential impact on reading scores. The study took place in the San Diego Unified School District where 11 teachers in five schools implemented the program with students in Grades 3-5. Treatment group classrooms used the 16-lesson curriculum during daily literacy blocks in lieu of the "business as usual" approach in comparison classrooms. Data sources and measures for the current study included student achievement data, curriculum content, curriculum implementation observation data, and teacher interviews. A significant interaction between grade level and treatment showed that students in higher-grade DLOD classes demonstrated significantly higher Lexile Score gains than their comparison-group counterparts. Teacher observations and interviews revealed generally high engagement in the program by students and positive impressions by teachers of the program's value for students and adaptability as a supplemental reading program.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED679080
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Johns Hopkins Center for Research and Reform in Education, 300 East Joppa Road Suite 500, Baltimore, MD 21286. Tel: 410-616-2338; Fax: 410-324-4444; Web site: https://education.jhu.edu/crre/
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  Data: <searchLink fieldCode="DE" term="%22California+%28San+Diego%29%22">California (San Diego)</searchLink>
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  Data: Digital Lizards of Doom (DLOD) is a multimedia sci-fi fantasy series that aims to engage elementary school students and inspire them to be capable, imaginative, and skillful readers. The graphic novel's engaging characters and unique format has intrigued both teachers and students. Based on teachers' positive feedback about using DLOD in classrooms, the graphic novel's authors sought a formal evaluation of the curriculum. The present study employed a quasi-experimental design (QED) with mixed methods to evaluate the implementation and impact of the DLOD curriculum, as well as perceptions of teachers who used it. A major focus of the evaluation was to understand teachers' experiences and perceptions and to explore its potential impact on reading scores. The study took place in the San Diego Unified School District where 11 teachers in five schools implemented the program with students in Grades 3-5. Treatment group classrooms used the 16-lesson curriculum during daily literacy blocks in lieu of the "business as usual" approach in comparison classrooms. Data sources and measures for the current study included student achievement data, curriculum content, curriculum implementation observation data, and teacher interviews. A significant interaction between grade level and treatment showed that students in higher-grade DLOD classes demonstrated significantly higher Lexile Score gains than their comparison-group counterparts. Teacher observations and interviews revealed generally high engagement in the program by students and positive impressions by teachers of the program's value for students and adaptability as a supplemental reading program.
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      – Text: English
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        PageCount: 43
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Multimedia Instruction
        Type: general
      – SubjectFull: Multimedia Materials
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      – SubjectFull: Science Fiction
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      – SubjectFull: Cartoons
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      – SubjectFull: Novels
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      – SubjectFull: Curriculum Evaluation
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: Reading Achievement
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Reading Improvement
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      – SubjectFull: California (San Diego)
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      – TitleFull: Evaluation of the Digital Lizards of Doom Level 1 Curriculum
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              Y: 2025
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