Students in both interventions gained on average from at or below the 10th percentile to at least the 20th percentile on FRA reading tasks¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across grades K–2 in both conditions, students started at or below the 10th percentile on FRA reading tasks and ended the year at least at the 20th percentile, with baseline-to-outcome differences of 13–25 percentile points. → Foorman 2018 q3 i? The largest average percentile gain was grade 1 sentence comprehension (35–39 points), on a task normed on kindergarten students. → Foorman 2018 (2)

Evidence¶

Foorman 2018¶

Foorman, B. R., Herrera, S., & Dombek, J. (2018). The relative impact of aligning Tier 2 intervention materials with classroom core reading materials in grades K–2. The Elementary School Journal, 118(3). https://www.journals.uchicago.edu/journals/esj

q3 · i? · causal · r3

Descriptive analysis of baseline and outcome FRA percentile ranks by intervention and grade (Table 4); the article reports students "had, on average, reached at least the twentieth percentile" by year end, with reading-task gains of 13 to 25 percentile points.

"On average, students in grades K–2 in both interventions started at or below the tenth percentile on the FRA reading tasks"

Foorman 2018 (2)¶

Foorman, B. R., Herrera, S., & Dombek, J. (2018). The relative impact of aligning Tier 2 intervention materials with classroom core reading materials in grades K–2. The Elementary School Journal, 118(3). https://www.journals.uchicago.edu/journals/esj

q3 · i? · causal · r3

Descriptive analysis reporting grade 1 students rose from just below the 30th to above the 60th percentile, "an average difference between baseline and outcome from 35 to 39 percentile points across interventions"; norms are kindergarten-based, so percentiles reflect a kindergarten scale.

"The largest average percentile difference between baseline and outcome for any FRA task was in grade 1 for sentence comprehension."

Discussion¶

Related Claims¶

• 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 — possibly the same claim (merge candidate)