In the Bramlett quasi-experiment, no comprehension subtest or ability-level subgroup showed a statistically significant CIRC effect after WWC adjustments¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2012 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · 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? Subgroup analyses for medium-ability and high-ability third graders showed no statistically significant differences on any CAT outcome (all p > 0.05), with effect sizes ranging from –0.09 to 0.26. → bramlett-subgroups

Evidence¶

bramlett-subgroups¶

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2012, June). Beginning Reading intervention report: Cooperative Integrated Reading and Composition®. https://ies.ed.gov/ncee/wwc/InterventionReport/109

q2 · i? · causal · r2

Supplemental subgroup findings from Bramlett (1994), where students were divided into ability levels based on CAT total reading percentile rankings; the largest subgroup effect size was 0.26 for high-ability students on CAT Reading Comprehension, p > 0.05. The lowest 33% subgroup was excluded because baseline equivalence was not established.

"CAT: Reading Comprehension Grade 3/ high ability 18 classes/ 92 students 744.0 (32.7) 735.0 (35.5) 9.0 0.26 +10 > 0.05"

Discussion¶

Learner Variables¶

Reading and Language — moderator: an instructional effect differs with it
General Cognitive Ability — moderator: an instructional effect differs with it

In the few studies that split by ability, learning techniques helped low-ability students and not high-ability students — the general claim this finding bears on, with the studies behind it
In a quasi-experimental study, CIRC showed no statistically significant effect on comprehension outcomes after WWC clustering and multiple-comparison adjustments — possibly the same claim (merge candidate)
Author-reported statistically significant program effects did not remain significant after WWC corrections for clustering and multiple comparisons — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`circ-qed-subgroups-null`
`title`	`In the Bramlett quasi-experiment, no comprehension subtest or ability-level subgroup showed a statistically significant CIRC effect after WWC adjustments`
`description`	`In the Bramlett quasi-experiment, no comprehension subtest or ability-level subgroup showed a statistically significant CIRC effect after WWC adjustments`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2012`
`source_checked`	`2026-10-18`
`generated`	by `process:wiki-ingest` on `2026-10-07`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `bramlett-subgroups`

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