Non-native English learners made significantly greater reading gains than native learners on 7 of 11 measures, while native learners gained more on vocabulary¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Independent of group assignment, non-native learners made significantly greater gains on both word recognition measures, decoding measures, the spelling measure, and reading comprehension, while native learners made significantly larger vocabulary gains. → Alamprese 2011

Evidence¶

Alamprese 2011¶

Alamprese, J. A., MacArthur, C. A., Price, C., & Knight, D. (2011). Effects of a Structured Decoding Curriculum on Adult Literacy Learners' Reading Development. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2011.555294

q3 · i? · causal · r2

Subgroup gain analysis of the full pre-post sample (Table 3: native N=226, non-native N=123). The article reports these subgroup contrasts with significance markers but no standardized effect size for the native/non-native contrast, so no magnitude is coded.

"Non-native learners made significantly greater gains on both word recognition measures (WJR-LW and WRAT3-R), two decoding measures (WJR-WA, TOWRE-PDE, and LSS), the experimenter-designed spelling measure (DS), and reading comprehension (NRC). Native learners made significantly larger gains on vocabulary (NWM)."

Discussion¶

Related Claims¶

• The MSDS structured decoding curriculum produced a small but significant effect on adult learners' pseudoword decoding (WJR Word Attack) relative to control instruction — related
• Treatment effects on word recognition differed by native status: the curriculum was more effective for native than non-native adults, though subgroup impacts were not individually significant — reports the opposite
• The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
• Learners in K-3 structured decoding curricula adapted for adults (comparison group) did not differ significantly from treatment or control groups on any reading measure — related
• Adults who completed supplemental basic-skills tutoring showed significant pre-to-post gains across a battery of decoding, word recognition, fluency, and comprehension measures — related
• Struggling adult readers made significant reading gains across all instructional groups, but all improvements were associated with small effect sizes — related