Intervention completers had significantly lower pretest basic reading scores and were about six years older than non-completers and non-intervention adults¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · 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.
q3 i? Completers earned significantly lower pretest scores on all reading subskills compared with the other groups. → 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
Table 2 ANOVA comparing pretest scores of non-intervention (n = 279), non-completing (n = 150), and completing (n = 148) samples. "The completers earned significantly lower pretest scores on all of the reading subskills," with post hoc contrasts on Word Attack, Passage Comprehension, Reading Fluency, and Sight Word Efficiency.
"The completers earned significantly lower pretest scores on all of the reading subskills. Post hoc tests showed a significant negative contrast of the Completers to the other groups on WJ Word Attack, Passage Comprehension, Reading Fluency, and TOWRE Sight Word Efficiency, though relative only to the Non-intervention group on Word ID."
Discussion¶
Related Claims¶
- About half of assigned adults dropped out before post-testing, and non-completers differed initially from completers — related
- The 46% of adult learners classified as gainers had higher pretest reading and phonological awareness scores and included fewer adults with a history of special education (Scarborough et al.) — related
- Learning strategies instruction produced no significantly different gains in word reading subskills or oral reading fluency measures than typical adult education instruction — related
- Adults who completed supplemental basic-skills tutoring showed significant pre-to-post gains across a battery of decoding, word recognition, fluency, and comprehension measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
completers-lower-pretest-older |
title |
Intervention completers had significantly lower pretest basic reading scores and were about six years older than non-completers and non-intervention adults |
description |
Intervention completers had significantly lower pretest basic reading scores and were about six years older than non-completers and non-intervention adults |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sabatini-john-p-2011 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.