Adults who completed supplemental basic-skills tutoring showed significant pre-to-post gains across a battery of decoding, word recognition, fluency, and comprehension measures¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Repeated measures MANOVA confirmed small to moderate reading gains from pre- to post-testing across targeted reading measures for the 148 completers. → Sabatini John P. 2011

Evidence¶

Sabatini John P. 2011¶

Sabatini John P., Shore Jane, Holtzman Steven, Scarborough Hollis S. (2011). Relative Effectiveness of Reading Intervention Programs for Adults with Low Literacy. Journal of Research on Educational Effectiveness. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3269067/

q3 · i? · causal · r2

Repeated measures MANOVA of the 148 intervention completers with time of test as within-subject measure and intervention condition as between-subject factor. The article reports "Performance on the test battery improved over time, F(6, 140) = 24.53, p < .001, partial eta squared = 0.51" with significant gains on all six subtests.

"Performance on the test battery improved over time, F(6, 140) = 24.53, p < .001, partial eta squared = 0.51. For the total sample, significant gains were observed for each of the six subtests."

Discussion¶

Related Claims¶

• Decoding (Word Attack) showed the strongest gain of the targeted skills, with a moderate effect size of d = .46 overall — a narrower finding that bears on this claim
• No supplemental intervention was significantly better than another, and gains were not tied to program type — related
• Automatic word recognition frees resources for comprehension — related
• The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
• Phonics instruction has a small but statistically confirmed effect for children with reading disabilities, while Orton-Gillingham structured-literacy programs show positive but non-significant effects — related
• Two years of multicomponent fluency intervention produced greater word-reading and fluency growth than one year or control, with no comprehension differences — related
• Program-specific gains appeared only in isolated t-tests: GRR on reading comprehension and RAVE-O on word-level efficiency measures — related
• Word-reading interventions significantly improve decoding, nonword decoding, reading comprehension, and spelling (g = 0.29-0.45) but not reading fluency — related
• Intervention completers had significantly lower pretest basic reading scores and were about six years older than non-completers and non-intervention adults — related
• Non-native English learners made significantly greater reading gains than native learners on 7 of 11 measures, while native learners gained more on vocabulary — related