Learning strategies instruction produced no significantly different gains in word reading subskills or oral reading fluency measures than typical adult education instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Bridging classes showed no significant gains in word reading subskills, and Fluency classes showed no significant gains in rapid naming or connected-text fluency, relative to parallel control classes. → Hock Michael F. 2011

Evidence¶

Hock Michael F. 2011¶

Hock Michael F., Mellard Daryl F. (2011). Efficacy of learning strategies instruction in adult basic education. Journal of Research on Educational Effectiveness, 4(2), 134-153. https://doi.org/10.1080/19345747.2011.555291

q3 · i? · causal · r2

Strategy-specific outcome analyses in the same RCT: WRMT-R word identification and word attack and TOWRE tests for Bridging (p = .102-.485); CTOPP rapid letter naming, GORT-4 fluency, and QRI words per minute for Fluency (p = .095-.522). All comparisons non-significant.

"For Bridging and the parallel control classes, t-tests showed no significant differences in gains in word reading subskills (Table 4). For Fluency classes and the parallel control classes, t-tests showed no significant differences in rapid naming ability nor in measures of fluency reading connected texts (Table 4)."

Discussion¶

Related Claims¶

• Strategic instruction in four learning strategies produced no significantly different reading comprehension gains than typical adult education instruction — related
• Intervention completers had significantly lower pretest basic reading scores and were about six years older than non-completers and non-intervention adults — related