Claims

Both a scripted direct-instruction program and a more flexible small-group first-grade intervention outperformed typical practice on multiple reading indicators

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2012 · 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.

q2 i? Mathes et al. (2005) experimentally compared two first-grade small-group intervention programs and a typical practice comparison group and found both interventions produced significantly higher performance on multiple reading indicators than the comparison group. → 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 · r3

The review reports an experimental comparison by Mathes et al. (2005) of two first-grade small-group interventions—one fully scripted synthetic-phonics program and one flexible, diagnostic-informed program—against typical practice, finding "significantly higher performance on multiple reading indicators relative to the comparison group" for both. No effect sizes are printed.

"Mathes et al. found that both interventions resulted in significantly higher performance on multiple reading indicators relative to the comparison group."

Discussion

Page metadata
Field Value
type claim
id flexible-and-scripted-first-grade-interventions-both-effective
title Both a scripted direct-instruction program and a more flexible small-group first-grade intervention outperformed typical practice on multiple reading indicators
description Both a scripted direct-instruction program and a more flexible small-group first-grade intervention outperformed typical practice on multiple reading indicators
status review
evidence_strength weak
newest_evidence 2012
generated by process:wiki-ingest on 2026-10-17
trust unverified — no one has confirmed this page's content
sources 1 — denton-carolyn-a-2012

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