Comprehension strategy instruction shows a large overall effect, but reliability is undermined by few standardized measures¶
Claim · All claims
Evidence · 1 study · reviewr2·q3·i3large
Currency · newest study 2008 · 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 i3 Across 12 studies the overall effect of comprehension strategy instruction was large (g = 1.35), but only 2 studies used standardized measures, with a moderate but unreliable effect (g = .54). → Roberts 2008
Evidence¶
Roberts 2008¶
Roberts, G., Torgesen, J. K., Boardman, A., & Scammacca, N. (2008). Evidence-Based Strategies for Reading Instruction of Older Students with Learning Disabilities. Learning Disabilities Research & Practice, 23(2), 63–69. https://doi.org/10.1111/j.1540-5826.2008.00264.x
q3 · i3 · review · r2
Review by Scammacca et al. of comprehension strategy interventions for students with LD; the large pooled effect (g = 1.35) rests mostly on unstandardized measures, and the standardized-measures effect (g = .54) has a large standard error.
"While a large overall effect was reported across the 12 studies in the sample ( g = 1.35, n = 12, 95 percent CI = .72, 1.97), only 2 of the 12 used standardized measures of reading comprehension."
Discussion¶
Related Claims¶
- Fluency interventions for older students show very small effects on rate and accuracy and virtually no effect on standardized comprehension — related
- World of Words produced a statistically significant medium effect on a comprehension composite measure (effect size 0.54) after 12 weeks — related
- Word study intervention shows a moderate overall effect on word reading and comprehension for older struggling readers — related
- Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — related
- Unreliability in an outcome measure reduces the statistical power of treatment-control comparisons — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comprehension-strategy-large-effect-unreliable |
title |
Comprehension strategy instruction shows a large overall effect, but reliability is undermined by few standardized measures |
description |
Comprehension strategy instruction shows a large overall effect, but reliability is undermined by few standardized measures |
status |
review |
evidence_strength |
weak |
newest_evidence |
2008 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — roberts-2008 |
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