Claims

In an underpowered randomized study, Fusion Reading students gained significantly more than Second Chance Reading controls on the GRADE composite comprehension score (Hedges's d = 0.66–0.70)

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2017 · 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 i2 In an underpowered random assignment study (34 Fusion Reading, 35 Second Chance Reading students) analyzed with HLM, a significant treatment-by-occasion interaction was found on the GRADE Composite comprehension standard score, F(2, 88) = 3.53, p = .03, with Hedges's d of 0.70 (raw) and 0.66 (standard scores). → Hock 2017

Evidence

Hock 2017

Hock, M. F., Brasseur-Hock, I. F., Hock, A. J., & Duvel, B. (2017). The Effects of a Comprehensive Reading Program on Reading Outcomes for Middle School Students With Disabilities. Journal of Learning Disabilities, 50(2), 195–212. https://doi.org/10.1177/0022219415618495

q2 · i2 · causal · r2

Underpowered random assignment study in which 34 students received Fusion Reading and 35 received Second Chance Reading, analyzed via hierarchical linear modeling in SAS PROC MIXED. The treatment-by-measurement-occasion interaction on the GRADE Composite standard score was significant, "F (2, 88) = 3.53, p = .03"; the article reports Hedges's d of 0.70 and 0.66 for raw and standard scores.

"A significant interaction was found between treatment and measurement occasion for the standard score on the GRADE Composite comprehension score, F (2, 88) = 3.53, p = .03. The pre to post gain for the experimental group was statistically significant, F (2, 88) = 4.59, p = .01."

Discussion

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