Early reading interventions (Grades K–1) show larger effects than interventions provided in Grades 2–5¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Reviews and meta-analyses reveal larger effects for reading interventions provided in the early stages of reading acquisition than for those provided in Grade 3 and higher. → Denton Carolyn A 2012

Evidence¶

Denton Carolyn A 2012¶

Denton Carolyn A. (2012). Response to Intervention for Reading Difficulties in the Primary Grades: Some Answers and Lingering Questions. Journal of Learning Disabilities. https://doi.org/10.1177/0022219412442155

q2 · i? · review · r2

The review attributes to the Wanzek and Vaughn (2007) synthesis the finding of "larger effects for intervention provided in Grades K–1 than in Grades 2–5." No effect sizes are printed in the review; the review notes remediation in Grades 3–5 is possible but typically more challenging.

"For example, Wanzek and Vaughn (2007) found larger effects for intervention provided in Grades K–1 than in Grades 2–5."

Discussion¶

Related Claims¶

• Interventions in higher Grades tend to have somewhat lower effect sizes; other study characteristics show few significant moderator effects — related
• Effect sizes based on mathematics tests are significantly larger than effect sizes based on reading tests in targeted secondary interventions — related
• Effects on reading comprehension are larger for primary schoolers than secondary schoolers and larger for typical readers than struggling readers, with no such differences for affirming motivations — related
• Interventions delivered by researchers have larger effects on reading comprehension than interventions delivered by others, mostly teachers — related
• Parent Involvement Improves Early Reading — related