A short-term informational-text comprehension intervention produced moderate significant effects on proximal comprehension measures for fifth graders¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Fifth graders with poor comprehension who received the intervention significantly outperformed controls on ASKIT strategy use (g = 0.724) and QRI Comprehension (g = 0.611), both proximal measures. → Ritchey et al. 2017
Evidence¶
Ritchey et al. 2017¶
Kristen D. Ritchey, Kimberly Palombo, Rebecca D. Silverman, and Deborah L. Speece. (2017). Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students. Learning Disability Quarterly, 40(2). https://doi.org/10.1177/0731948716682689
q3 · i2 · causal · r2
Randomized trial: 48 fifth graders with poor comprehension (TOSREC below 30th percentile) randomly assigned to intervention or a control condition the authors call no-treatment; one student left each condition, leaving 46 analysed (23 per condition). Control students continued to receive the school's usual services, so the comparison is business as usual: nine control students (and two intervention students) received supplemental reading intervention. ANCOVA with pretest covariate showed significant group differences favoring intervention, with "the effect size was 0.724" on ASKIT and g = 0.611 on QRI Comprehension, interpreted as moderate.
"There were significant differences favoring the intervention group for ASKIT; the effect size was 0.724. There were also significant differences favoring the intervention group for QRI Comprehension (g = 0.611)."
Discussion¶
Related Claims¶
- The text-processing intervention significantly improved struggling middle school readers' performance on a proximal vocabulary measure — related
- In the grades 4-5 cluster RCT, ITSS produced statistically significant positive effects on all six comprehension outcomes (average effect size 0.24) — related
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