Individual differences in decoding growth persisted across elementary school for timed pseudo-word decoding but were absent throughout for CTOPP Blending Words¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2021 · 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? TOWRE PDE-pseudo word decoding showed significant growth variance in both early and late elementary school, indicating persistent individual differences. → Little 2021 q3 i? CTOPP BW-phonological awareness showed no significant variance in growth throughout the elementary years. → Little 2021 (2)

Evidence¶

Little 2021¶

Little, C. W., Lonigan, C. J., & Phillips, B. M. (2021). Differential Patterns of Growth in Reading and Math Skills during Elementary School. Journal of Educational Psychology, 113(3), 462-476. https://doi.org/10.1037/edu0000635

q3 · i? · associational · r2

Discussion of the two-stage latent-growth-curve results in the 921-child sample. TOWRE PDE was the exception to the dissipation of reading-growth individual differences after grade 2; the authors suggest mastery of the alphabetic principle and processing speed demands may contribute. No effect size was printed.

"For TOWRE PDE-pseudo word decoding, significant variance in growth was present in both early and late elementary school, indicating individual differences in growth of this skill persisted across the elementary school years, rather than dissipating in third through fifth grades"

Little 2021 (2)¶

q3 · i? · associational · r2

Discussion of the same growth-curve results: CTOPP Blending Words showed no growth-variability at any point. The authors note slightly lower standard deviations for this task suggesting some restriction of range, though no floor or ceiling effects were detected.

"For CTOPP BW-phonological awareness, no significant variance in growth was detected throughout the elementary years, indicating no individual differences were present for growth on this task, even in early elementary school"

Discussion¶

Learner Variables¶

Decoding — outcome: instruction changes it

In the Rashotte et al. (2001) study, the WWC confirmed statistically significant SpellRead™ effects on four of seven alphabetics outcomes — related

Page metadata

Field	Value
`type`	`claim`
`id`	`decoding-growth-exceptions-pde-bw`
`title`	`Individual differences in decoding growth persisted across elementary school for timed pseudo-word decoding but were absent throughout for CTOPP Blending Words`
`description`	`Individual differences in decoding growth persisted across elementary school for timed pseudo-word decoding but were absent throughout for CTOPP Blending Words`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2021`
`generated`	by `process:wiki-ingest` on `2026-10-24`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `little-2021`, `little-2021-2`

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