Failure Free Reading shows potentially positive effects on reading comprehension¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2007 · 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 i2 Although neither comprehension outcome was statistically significant, the average effect size across the two comprehension outcomes (0.26) was large enough to be substantively important, yielding a WWC rating of potentially positive effects. → What Works Clearinghouse 2007
Evidence¶
What Works Clearinghouse 2007¶
What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Failure Free Reading. https://www.failurefreeonline.com/index_parents.php
q3 · i2 · causal · r2
In the Torgesen et al. (2006) randomized controlled trial (93 third-grade students), the GRADE Passage Comprehension subtest showed an effect size of 0.35 (improvement index +14) and the WRMT-R Passage Comprehension subtest an effect size of 0.18 (improvement index +7); the domain average effect size was 0.26 with an average improvement index of +10 percentile points, though neither outcome was statistically significant.
"Torgesen et al. (2006) examined two outcomes in this domain (WRMT-R: Passage Comprehension subtest and Group Reading Assessment and Diagnostic Evaluation (GRADE): Passage Comprehension subtest) and reported no statistically significant effects. The average effect size across the two outcomes was large enough to be considered substantively important."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
Related Claims¶
- EIR® had a positive, substantively important but statistically non-significant effect on first-grade reading comprehension — related
- Failure Free Reading shows no discernible effects on reading fluency — related
- SMART® effects on comprehension were not statistically significant on either subtest, though the domain-average effect size was substantively important — related
- Failure Free Reading shows no discernible effects on alphabetics outcomes for beginning readers — related
- Corrective Reading showed no statistically significant effects on reading comprehension outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
failure-free-reading-potentially-positive-comprehension |
title |
Failure Free Reading shows potentially positive effects on reading comprehension |
description |
Failure Free Reading shows potentially positive effects on reading comprehension |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2007 |
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