Responder Subgroup 1 improved across all measures during intervention and maintained gains long-term except reading comprehension, which regressed¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Responder Subgroup 1 showed positive response across all measures (WR = 9.06; WS = 10; PD = 4.89; RC = 8.94) and maintained performance at follow-up on word reading, spelling and pseudoword decoding, but reading comprehension regressed (RC = -11.56). → Tan 2026

Evidence¶

Tan 2026¶

Tan, A.S.-C., & Ali, F. (2026). Uncovering subgroup heterogeneity in dyslexia intervention outcomes using explainable machine learning. npj Science of Learning. https://doi.org/10.1038/s41539-026-00429-3

q2 · i? · associational · r1

Descriptive standard-score changes across three time points (T0, T1, T2) for Responder Subgroup 1, the 'High Baseline Responders'. Maintenance was observed "across all measures (WR = 0.39; WS = 2.06; PD = 0.72) except reading comprehension, where a regression was observed (RC = -11.56)."

"Responder Subgroup 1 exhibited a positive response to intervention across all measures (WR = 9.06; WS = 10; PD = 4.89; RC = 8.94) and maintained their performance over the long -term following the intervention"

Discussion¶

Related Claims¶

• Non-responder subgroups showed heterogeneous longitudinal trajectories despite similar short-term regression, including inverse trends in Non-Responder Subgroup 3 — related
• Subgroup membership predicted distinct long-term literacy trajectories 68.2 months after intervention ended — a broader claim this one bears on
• Inadequate responders to fourth-grade reading intervention show lower verbal knowledge and listening comprehension than adequate responders and typical readers — related