In a large RCT (n = 871), Fusion Reading produced a small significant effect on word reading efficiency (Glass Δ = 0.11) but no significant differences on reading comprehension measures¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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 i0 In an intent-to-treat RCT of 871 adolescent struggling readers, Fusion Reading showed a statistically significant impact on the TOWRE Sight Word Efficiency subtest with an effect size (Glass Δ) of 0.11, and no significant differences on measures of reading comprehension. → 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
q3 · i0 · causal · r2
Large randomized controlled trial conducted as part of a Striving Readers project and evaluated independently by SRI, with intent-to-treat analysis of Year 1 only. The impact on "the Sight Word Efficiency (SWE) subtest" was significant with Glass Δ = 0.11, a very small effect.
"A statistically significant impact was found for the intervention on the Sight Word Efficiency (SWE) subtest of the Test of Word Reading Efficiency (TOWRE), with an effect size (Glass Δ) of 0.11."
Discussion¶
Learner Variables¶
- Decoding — outcome: instruction changes it
- Reading Fluency — outcome: instruction changes it
Related Claims¶
- Word-reading interventions yield significant positive effects on adolescent literacy outcomes overall (g = 0.30) — a broader claim this one bears on
- The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
- A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties — related
- Fusion produced no statistically significant gains on proximal procedural fluency (EN-CBM) or distal (SAT-10) measures, though effect sizes were small and positive — related
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