Pretest, attendance, and EB status showed distinct covariate effects on specific literacy outcomes¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Higher pretest early literacy skills predicted 10-12% lower growth on the three taught letter outcomes. → Vadasy 2023 q3 i? Each standard deviation increase in tutoring attendance predicted an 11% increase in word reading and spelling growth, and EB children were predicted to have 6% greater gains in letter sound writing. → Vadasy 2023 (2)

Evidence¶

Vadasy 2023¶

Vadasy, P. F., & Sanders, E. A. (2023). Cognitive flexibility + phonics intervention effects on reading gains. Reading Psychology. https://doi.org/10.1080/02702711.2023.2166636

q3 · i? · causal · r2

From the multilevel models of gains for 57 children, pretest negatively predicted the three taught letter outcomes; the article reports higher-skill students "were predicted to have 10-12% lower growth than average, all else held constant." These are printed percentage predictions, not standardized effect sizes.

"Pretest was found to negatively predict the three taught letter outcomes: generally, students who started out with higher early literacy skills were predicted to have 10-12% lower growth than average, all else held constant."

Vadasy 2023 (2)¶

Vadasy, P. F., & Sanders, E. A. (2023). Cognitive flexibility + phonics intervention effects on reading gains. Reading Psychology. https://doi.org/10.1080/02702711.2023.2166636

q3 · i? · causal · r2

Treatment attendance uniquely predicted word-level skill gains: "for each standard deviation increase in tutoring session attendance, there was an 11% predicted increase in word reading and spelling growth." The article also reports EB children were predicted to have 6% greater gains for letter sound writing, with no other EB patterns.

"for each standard deviation increase in tutoring session attendance, there was an 11% predicted increase in word reading and spelling growth"

Discussion¶

Learner Variables¶

• English-Learner Status — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Treatment effects were not moderated by emergent bilingual status, pretest levels, or tutoring attendance — related
• Higher pretest cognitive flexibility predicted greater decoding gains and compensated for lower pretest alphabet knowledge — related
• Only the discussion of the Flex vs. Plain phonics trial reports that, for students with full week-6 attendance, Flex showed greater gains than Plain on taught-letter alphabetics, decoding, and word reading; its results report no treatment differences or interactions — related
• Embedded cognitive flexibility practice showed no overall advantage over phonics alone on growth in decoding, encoding, or cognitive flexibility — related