Reading outcomes of struggling adolescent readers were strongly related to the instructional modality of a common reading program (Calhoon and Petscher)¶
Claim · All claims
Evidence · 1 study · reviewr1·q2
Currency · newest study 2013 · 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.
q2 i? Latent change score analyses and individual gain classifications both indicated that reading outcomes for struggling adolescent readers were strongly related to the modality of reading instruction provided. → Mary Beth Calhoon 2013
Evidence¶
Mary Beth Calhoon 2013¶
Mary Beth Calhoon, Hollis S. Scarborough, Brett Miller. (2013). Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences. Read Writ 26:489–494. https://doi.org/10.1007/s11145-013-9442-7
q2 · i? · review · r1
The editorial reports, from Calhoon and Petscher's investigation across three middle school reading projects using RAMP-UP, that latent change score analyses combined with individual gain classifications showed outcomes "strongly related to the modality in which reading instruction had been provided".
"Results from both analytic approaches indicated that reading outcomes for these struggling adolescent readers were strongly related to the modality in which reading instruction had been provided."
Discussion¶
Related Claims¶
- Across measures, 42–87% of students in the most effective condition versus 14–65% in the least effective modality met the gain criterion (Calhoon and Petscher) — a narrower finding that bears on this claim
- Neither group nor individual analyses revealed efficacy differences among three instructional programs for adult literacy learners (Scarborough et al.) — related
- Four methods of identifying individual change each duplicated group-based effect sizes, with the reliable change index and growth curve approaches showing stronger consistency and predictive power (Frijters et al.) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
adolescent-reading-outcomes-related-to-instructional-modality |
title |
Reading outcomes of struggling adolescent readers were strongly related to the instructional modality of a common reading program (Calhoon and Petscher) |
description |
Reading outcomes of struggling adolescent readers were strongly related to the instructional modality of a common reading program (Calhoon and Petscher) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mary-beth-calhoon-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.