Children receiving intervention in 1st or 2nd grade made gains in foundational word reading relative to controls almost twice those of children receiving it in 3rd grade¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On standardized foundational word reading skills, 1st- and 2nd-grade intervention children made relative gains almost twice those of 3rd-grade intervention children. → Lovett 2017

Evidence¶

Lovett 2017¶

Lovett, Frijters, Wolf, Steinbach, Sevcik, & Morris. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000181

q3 · i? · causal · r2

Grade-at-intervention contrast within the quasi-experimental design (79 Grade 1, 43 Grade 2, 51 Grade 3 intervention children); the article reports earlier-grade children "made gains relative to controls almost twice that of children receiving intervention in 3rd grade"; no effect size printed.

"On foundational word reading skills (standardized measures), children who received intervention earlier, in 1st and 2nd grade, made gains relative to controls almost twice that of children receiving intervention in 3rd grade."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• Grade-at-intervention effects varied by outcome type: for outcomes with metalinguistic demands beyond the phonological, 2nd- and 3rd-grade Triple participants showed a posttest advantage relative to controls — related