The intervention produced no statistically significant effects on standardized measures of reading comprehension¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No statistically significant differences were found between treatment and comparison groups on standardized reading comprehension measures. → Amy E. Barth 2016

Evidence¶

Amy E. Barth 2016¶

Amy E. Barth, Sharon Vaughn, Philip Capin, Eunsoo Cho, Stephanie Stillman-Spisak, Leticia Martinez, and Heather Kincaid. (2016). Effects of a Text-processing Comprehension Intervention on Struggling Middle School Readers. Top Lang Disord. 2016; 36(4): 368–389. https://doi.org/10.1097/TLD.0000000000000101

q3 · i? · causal · r2

ANCOVA results on standardized reading comprehension measures (Gates-MacGinitie, WJ-III Passage Comprehension, Bridge-IT) with pretest covariates in the randomized trial. The article reports no statistically significant differences; equivalence was not tested.

"We did not find any statistically significant differences on standardized reading comprehension measures."

Discussion¶

Related Claims¶

• A standard Tier 2 multi-component reading intervention produced no statistically significant differences versus business-as-usual on any of seven reading outcomes for fourth graders at or below the 15th percentile in comprehension — related
• 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
• The multi-component intervention produced statistically significant advantages over business-as-usual on one decoding measure (ES = 0.58) and one fluency measure (ES = 0.46), but not on reading comprehension — related
• After one school year of implementation (first cohort), the curricula produced no statistically significant positive impacts, and four statistically significant negative impacts were observed. — related
• A large randomized trial found no statistically significant effects of Project CRISS® on standardized grade 5 comprehension measures (James-Burdumy et al., 2009) — possibly the same claim (merge candidate)