LiPS has no discernible effects on reading comprehension for students with learning disabilities¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No statistically significant effects were found on either reading comprehension measure (WRMT–R Passage Comprehension, GORT–III Reading Comprehension); the WWC average effect size of 0.21 was not substantively important. → What Works Clearinghouse 2010

Evidence¶

What Works Clearinghouse 2010¶

What Works Clearinghouse, U.S. Department of Education. (2010). What Works Clearinghouse Intervention Report: Lindamood Phoneme Sequencing® (LiPS®). Students with Learning Disabilities. https://ies.ed.gov/ncee/wwc/InterventionReport/279

q3 · i? · causal · r2

Posttest findings from the Torgesen et al. (2001) RCT (n = 50) on two comprehension measures. Neither comparison was statistically significant; the WWC-calculated average effect size across the two outcomes was 0.21, below the 0.25 substantively-important threshold.

"Torgesen et al. (2001) found no statistically significant effects on either of the two measures of reading comprehension: the Passage Comprehension subtest of the Woodcock Reading Mastery Test–Revised and the Reading Comprehension subtest of the Gray Oral Reading Test–III."

Discussion¶

Related Claims¶

• The evidence base for LiPS with students with learning disabilities is small: one RCT met WWC standards out of 31 reviewed studies — related
• LiPS shows potentially positive effects on reading fluency: authors found significant effects on GORT–III Reading Accuracy and Reading Rate, but WWC analyses did not confirm significance — related
• One-year follow-up and LiPS-vs-RWT supplemental comparisons showed mostly non-significant differences, with some follow-up alphabetics effects remaining significant — related
• LiPS has potentially positive effects on comprehension for beginning readers, based on one randomized trial showing a statistically significant positive effect on passage comprehension — reports the opposite
• LiPS shows potentially positive effects on math: no statistically significant effect on the WJ–R Calculation subtest, but a positive effect size of 0.30 judged substantively important — related
• Repeated reading shows no discernible effects on reading fluency for students with learning disabilities — related
• LiPS has potentially positive effects on alphabetics for students with learning disabilities, with statistically significant advantages on two of eight measures — related