RC text-structure intervention improves reading comprehension among second graders with comorbid RC and WPS difficulty (acquisition effects)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 RC.INT produced significant acquisition effects on both proximal RC Notes and distal RC Retell outcomes versus control, with g = 1.16 and 0.83. → Fuchs 2024

Evidence¶

Fuchs 2024¶

Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Fuchs, D., Cutting, L. E., Mancilla-Martinez, J., Martin, B. L. N., & Espinas, D. (2024). Transfer between Reading Comprehension and Word-Problem Solving among Children with Learning Difficulty in Both Domains. Journal of Educational Psychology. https://doi.org/10.1037/edu0000911

q3 · i3 · causal · r2

In the RCT's multilevel main effects models, the RC.INT-versus-CON slope on RC outcomes was significant (p < .001) on both the proximal RC Notes and distal RC Retell subtests; the article reports "RC.INT’s effect sizes (vs. control) on RC were g = 1.16 and 0.83."

"RC.INT’s effect sizes (vs. control) on RC were g = 1.16 and 0.83"

Discussion¶

Related Claims¶

• RC text-structure intervention transfers to word-problem solving (cross-domain far transfer versus control) — related
• WPS text-structure intervention improves word-problem solving among second graders with comorbid RC and WPS difficulty (acquisition effects) — related
• WPS text-structure intervention transfers to reading comprehension (cross-domain far transfer versus control) — related