Comprehension domain: one study found a substantively important positive effect and one an indeterminate effect¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In the comprehension domain, Tracey and Young reported a substantively important positive effect while Hill and Lenard reported an indeterminate effect. → What Works Clearinghouse 2018
Evidence¶
What Works Clearinghouse 2018¶
What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2018). Adolescent Literacy intervention report: Achieve3000®. https://whatworks.ed.gov
q3 · i? · review · r3
WWC synthesis of two studies (12,698 students in 36 schools) reporting: Tracey and Young's SRI effect size of 0.29 was substantively important though not statistically significant after clustering correction, and Hill and Lenard's EOG composite effects were indeterminate.
"Thus, for the comprehension domain, one study reported a substantively important positive effect and one study reported an indeterminate effect."
Discussion¶
Related Claims¶
- SFA® shows mixed effects on reading comprehension for beginning readers — related
- Reading Recovery has potentially positive effects on comprehension, with mixed findings across two trials — related
- General literacy achievement domain: one statistically significant positive effect and one indeterminate effect yield a potentially positive rating — related
- Tracey and Young (2004): grade 5 students using differentiated KidBiz3000® outscored comparison students on the SRI (effect size 0.29) — related
- Hill and Lenard (2016): LevelSet Lexile effects were negative in spring 2014 and positive in spring 2015 — related
- All five studies of Fast ForWord in the general literacy achievement domain showed indeterminate effects — related
- One small evaluation of Achieve3000 found positive effects on the SRI but not Terra Nova (average effect size +0.16) — related
- SFA® shows mixed effects on general reading achievement for beginning readers — related
- Across three studies of Achieve3000 (35,070 students), the average effect size was 0.00 — related
- In the comprehension domain, one study of Fast ForWord showed statistically significant positive effects, two showed substantively important positive effects, and three showed indeterminate effects — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
achieve3000-comprehension-mixed-findings |
title |
Comprehension domain: one study found a substantively important positive effect and one an indeterminate effect |
description |
Comprehension domain: one study found a substantively important positive effect and one an indeterminate effect |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2018 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2018 |
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