Neither treatment nor typical-practice students with severe reading difficulties demonstrated significant standard-score growth over the 13-week study¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2013: baselines and conditions change

Subclaims¶

q3 i? Neither group demonstrated significant standard score growth over the course of the study, so neither approach accelerated progress toward closing the gap with peers. → 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

Authors' interpretation of the repeated measures ANOVA of pre/post standard scores (WJ III, TOWRE, fluency) for both groups. Because neither group had significant losses of standard score points, students "did not lag further behind their peers," but deficits were maintained rather than remediated.

"Perhaps most concerning is that neither group of stu- dents demonstrated significant standard score growth over the course of the study."

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
• Embedded cognitive flexibility practice showed no overall advantage over phonics alone on growth in decoding, encoding, or cognitive flexibility
• 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 — related
• No significant differences in attention or working memory were found between intervention and control groups at either follow-up — related
• Teacher-rated social skills and problem behaviors correlated significantly with posttest decoding and spelling scores in severely struggling middle school readers — 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