Students' relative rank order in reading remained stable across fourth grade on most measures, with GMRT reading comprehension the exception (r = .16)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Fall-to-spring stability coefficients were strong for vocabulary and word identification but low for GMRT reading comprehension. → Al Otaiba 2018

Evidence¶

Al Otaiba 2018¶

Al Otaiba, S., Petscher, Y., Wanzek, J., Lan, P., & Rivas, B. (2018). I'm not throwing away my shot: What Alexander Hamilton can tell us about standard reading interventions. Learning Disabilities Research & Practice, 33(3), 156–167. https://doi.org/10.1111/ldrp.12179

q3 · i? · causal · r2

Correlational analysis of pre- and post-test scores for the full sample of 194 students regardless of condition. The article reports stability "low for GMRT reading comprehension (r =.16)" and strong for remaining measures (r = .63 to .84).

"Notably, the stability coefficients from fall to spring were low for GMRT reading comprehension (r =.16), but were strong for the remaining measures, ranging from r = .63 for GMRT vocabulary to r =.84 for WJ-III word identification."

Discussion¶

Related Claims¶

• Quantile regression revealed larger intervention effects on GMRT reading comprehension at the .25–.30 quantiles (g = .35, ~9 points) and the .50 quantile (g = 0.22, ~5 points), but not at other quantiles or on WJ-III Passage Comprehension — related
• Spanish Math and Reading scores show high marginal reliability and moderate-to-strong test-retest stability, lowest for fall–spring and kindergarten — related
• Between-term score correlations are moderate and lowest for Phonological Awareness — related
• RRRP scores were fairly stable across fall to spring in third grade, with a slight decrease in Part 1 and no change in Part 2 — related