Only one of 38 severely struggling middle school readers met a standard-score benchmark of 93 for adequate response to intervention after the study¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: baselines and conditions change

Subclaims¶

q3 i? No student met the WJ III Basic Reading Skills benchmark (standard score 93) at pretest, and at posttest only one treatment student and no typical-practice student met it. → Denton 2008

Evidence¶

Denton 2008¶

Denton, C. A., Wexler, J., Vaughn, S., & Bryan, D. (2008). Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties. Learning Disabilities Research & Practice, 23(2), 79–89. https://doi.org/10.1111/j.1540-5826.2008.00266.x

q3 · i? · causal · r2

Postintervention benchmark analysis of the WJ III Basic Reading Skills cluster (standard score of 93, the 30th percentile), a procedure the authors adapted from intervention studies with younger students. "only one student in the treatment group" reached the benchmark at posttest.

"No student met this benchmark at the beginning of the study, and only one student in the treatment group and none in the typical practice group met the benchmark at posttest."

Discussion¶

Related Claims¶

• A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties
• Neither treatment nor typical-practice students with severe reading difficulties demonstrated significant standard-score growth over the 13-week study
• English oral vocabulary scores correlated significantly with word identification and reading comprehension posttest scores in this severely struggling sample
• Teacher-rated social skills and problem behaviors correlated significantly with posttest decoding and spelling scores in severely struggling middle school readers
• Remedial reading programs show effects around 0.49 for struggling readers and 0.54 for more severe difficulties — reports the opposite