Learners in K-3 structured decoding curricula adapted for adults (comparison group) did not differ significantly from treatment or control groups on any reading measure¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · not yet checked against its sources · 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 i? None of the reading gain differences between the comparison group and the treatment or control groups were statistically significant. → Alamprese 2011
Evidence¶
Alamprese 2011¶
Alamprese, J. A., MacArthur, C. A., Price, C., & Knight, D. (2011). Effects of a Structured Decoding Curriculum on Adult Literacy Learners' Reading Development. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2011.555294
q3 · i? · causal · r2
Supplemental non-randomized comparison analysis of 7 ABE programs whose instructors used commercially produced K-3 structured decoding curricula adapted for adult learners (comparison n=88 in Table 5); differences were in standardized effect size units.
"Gains on the 11 reading measures for the comparison group and effects compared to the treatment and control groups are presented in Table 5. None of the differences were statistically significant."
Discussion¶
Related Claims¶
- The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
- The MSDS structured decoding curriculum produced a small but significant effect on adult learners' pseudoword decoding (WJR Word Attack) relative to control instruction — related
- Only one between-group difference emerged: the Control/Comparison, Decoding and Fluency, and DCEF groups showed stronger word attack outcomes than the Extensive Reading group — related
- Treatment effects on word recognition differed by native status: the curriculum was more effective for native than non-native adults, though subgroup impacts were not individually significant — related
- Non-native English learners made significantly greater reading gains than native learners on 7 of 11 measures, while native learners gained more on vocabulary — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
k3-adapted-curricula-no-differential-gains |
title |
Learners in K-3 structured decoding curricula adapted for adults (comparison group) did not differ significantly from treatment or control groups on any reading measure |
description |
Learners in K-3 structured decoding curricula adapted for adults (comparison group) did not differ significantly from treatment or control groups on any reading measure |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alamprese-2011 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.