Longer-run effects of targeted secondary interventions are small and not statistically significant, with only seven studies providing follow-up evidence¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The average effect size at follow-up more than three months after intervention end was small and not statistically significant (ES = 0.05), based on only seven studies. → Dietrichson J 2020

Evidence¶

Dietrichson J 2020¶

Dietrichson J, Filges T, Klokker RH, Viinholt BCA, Bøg M, Jensen UH. (2020). Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1081

q3 · i? · quant-synthesis · r3

Separate meta-analysis of follow-up outcomes from seven studies with longer follow-up periods. The review reports "ES = 0.05" with a confidence interval crossing zero; equivalence was not tested, and variation was substantial.

"Seven studies included follow‐up outcomes. The average effect size was small and not statistically significant (ES = 0.05, 95% CI = [−0.096, 0.192]), but there was substantial variation."

Discussion¶

Related Claims¶

• Follow-up effects of targeted K-6 interventions remain positive up to 2 years after intervention ends, with evidence of fadeout — related
• Targeted school-based interventions for Grades 7–12 students with or at risk of academic difficulties have positive, statistically significant short-run effects on standardised reading and maths tests (ES = 0.22) — related
• The four supplemental reading comprehension curricula had no statistically significant impacts on students one year after the end of their implementation (Cohort 1 follow-up in sixth grade). — a narrower finding that bears on this claim
• One year after the intervention ended, SpellRead™ effects were not statistically significant on the supplemental Torgesen et al. (2007) outcomes — a narrower finding that bears on this claim
• Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties — a broader claim this one bears on
• Evidence on long-term persistence of self-regulation intervention effects is mixed: no fadeout for metacognitive strategy interventions versus substantial fadeout in higher-quality RCT syntheses — related