Grade-at-intervention effects varied by outcome type: for outcomes with metalinguistic demands beyond the phonological, 2nd- and 3rd-grade Triple participants showed a posttest advantage relative to controls¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For some outcomes with metalinguistic demands beyond the phonological, 2nd- and 3rd-grade Triple participants showed a posttest advantage relative to controls, qualifying the uniform advantage of earlier intervention. → Lovett 2017

Evidence¶

Lovett 2017¶

Lovett, Frijters, Wolf, Steinbach, Sevcik, & Morris. (2017). Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology. https://doi.org/10.1037/edu0000181

q3 · i? · causal · r2

Moderated regression models of 14 outcomes tested grade-by-intervention interactions; the article reports that for "outcomes with metalinguistic demands beyond the phonological" a posttest advantage emerged for 2nd- and 3rd-grade participants; no effect size printed.

"For some outcomes with metalinguistic demands beyond the phonological, however, a posttest advantage was revealed for 2nd grade Triple participants and for 3rd grade Triple participants relative to controls."

Discussion¶

Related Claims¶

• Children receiving intervention in 1st or 2nd grade made gains in foundational word reading relative to controls almost twice those of children receiving it in 3rd grade — related
• The Triple-Focus reading intervention outperformed business-as-usual controls at posttest on all 14 reading and reading-related outcomes, with average Cohen's d of .80 on standardized and 1.69 on experimental measures — related