The standalone intervention significantly improved grade 2 FRA Sentence Comprehension only among cohort 1 students with a low vocabulary baseline (0.38 standard deviation)¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Among grade 2 cohort 1 students with an FRA Vocabulary Pairs baseline one standard deviation below the mean, the standalone intervention produced a 38-point higher FRA Sentence Comprehension outcome, equivalent to 0.38 standard deviation and 15 percentile rank points. → Foorman 2017

Evidence¶

Foorman 2017¶

Foorman, B., Herrera, S., Dombek, J., Schatschneider, C., & Petscher, Y. (2017). The relative effectiveness of two approaches to early literacy intervention in grades K–2 (REL 2017–251). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. http://ies.ed.gov/ncee/edlabs

q3 · i1 · causal · r3

Language-outcome subgroup probe from the grade 2 hierarchical linear model (table 3); among cohort 1 students with a low FRA Vocabulary Pairs baseline, adjusted means were "597 in standalone intervention schools and 559 in embedded intervention schools". The printed effect size is 0.38 standard deviation (38 points, 15 percentile rank points), significant after the Benjamini–Hochberg correction; the effect did not appear in cohort 2.

"The average estimated FRA Sentence Comprehension outcome among grade 2 students in cohort 1 with an FRA Vocabulary Pairs baseline score of 414 (one standard deviation below the mean) was a score of 597 in standalone intervention schools and 559 in embedded intervention schools"

Discussion¶

Related Claims¶

• A standalone tier 2 early literacy intervention did not significantly improve reading or language outcomes relative to an embedded intervention in grades K–2, except for grade 2 spelling — a broader claim this one bears on
• Relative effects of the standalone versus embedded intervention were inconsistent across cohorts and baseline scores, favoring first one intervention and then the other — related
• At-risk K–2 students in both intervention groups improved on average 13–25 percentile points on reading outcomes and 6–25 percentile points on language outcomes — related
• The grade 2 spelling advantage of the standalone intervention was larger among students with low baseline spelling scores (0.27 standard deviation) — related