A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Treatment students did not demonstrate significantly higher outcomes in word recognition, comprehension, or fluency than students receiving the school's typical instruction, and no significant time-by-group interactions were found. → Denton 2008

Evidence¶

Denton 2008¶

Denton, C. A., Wexler, J., Vaughn, S., & Bryan, D. (2008). Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties. Learning Disabilities Research & Practice, 23(2), 79–89. https://doi.org/10.1111/j.1540-5826.2008.00266.x

q3 · i? · causal · r2

Randomized experiment in one urban middle school: 38 students in grades 6–8 randomly assigned to the research intervention (n = 20) or typical practice (n = 18), analyzed with repeated measures ANOVA. "no time by group (treatment vs. typical practice) in- teractions" were significant; effect sizes were small and some negative.

"Tests of within-subjects effects re- vealed no time by group (treatment vs. typical practice) in- teractions that were significant at the .05 level. Effect sizes on all measures for both groups were small, and some were negative."

Discussion¶

Related Claims¶

• Only one of 38 severely struggling middle school readers met a standard-score benchmark of 93 for adequate response to intervention after the study
• Neither treatment nor typical-practice students with severe reading difficulties demonstrated significant standard-score growth over the 13-week study — related
• Two years of multicomponent fluency intervention produced greater word-reading and fluency growth than one year or control, with no comprehension differences — related
• Four remedial reading interventions combined improved phonemic decoding, word reading accuracy and fluency, and reading comprehension for third-grade struggling readers one year after the interventions ended, though not on all measures — related
• The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
• Group size in grades 4–9 reading interventions typically varies, with smaller groups in grades 4 and 5 than in middle and high school elective reading courses — related
• Remedial reading programs show effects around 0.49 for struggling readers and 0.54 for more severe difficulties — reports the opposite