The CCT intervention produced statistically significant main effects favoring CCT on reading comprehension (ES = 0.14), TOSREC (ES = 0.28), and taught vocabulary (ES = 0.43), but not on SWE or ORF¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 The standardized effect of intervention condition on the posttest reading comprehension latent variable was positive and significant (β = 0.08; p = .031; ES = 0.14), with additional significant effects on TOSREC (ES = 0.28) and taught vocabulary (ES = 0.43). → Nathan H. Clemens 2019

Evidence¶

Nathan H. Clemens 2019¶

Nathan H. Clemens, Eric Oslund, Oi-man Kwok, Melissa Fogarty, Deborah Simmons, and John L. Davis. (2019). Skill Moderators of the Effects of a Reading Comprehension Intervention. Exceptional Children, 85(2), 197–211. https://doi.org/10.1177/0014402918787339

q3 · i1 · causal · r2

Main-effects analysis from the parent RCT (Fogarty et al., 2017) using latent variable modeling with 226 students nested within three teachers. Significant effects were also found on TOSREC (β = 0.13; ES = 0.28) and taught vocabulary (β = 0.23; ES = 0.43); "Statistically significant main effects were not observed for SWE or ORF".

"the standardized effect of intervention condition on the posttest reading comprehension latent variable was positive and statistically significant (β = 0.08; p = .031; effect size [ES] = 0.14), indicating statistically significant effects favoring the CCT group compared to the typical-practice condition"

Discussion¶

Related Claims¶

• The CCT intervention showed no statistically significant effect on posttest oral reading fluency, including within the low-fluency region of significance — related
• The CCT treatment effect on comprehension was statistically significant only for students with pretest ORF up to 0.20 SD above the sample mean (64.0% of the sample), and not for higher-fluency students — related
• Pretest oral reading fluency moderated the effects of the CCT intervention on reading comprehension, with greater benefits for students with lower pretest fluency — related
• Pretest word identification efficiency (SWE) and vocabulary knowledge did not moderate the intervention's effects on reading comprehension — related