READ 180® comprehension effects are inconsistent across cohorts within the same study¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In Fitzgerald and Hartry (2008), Cohort 1 showed statistically significant positive comprehension differences, but Cohort 2 showed no statistically significant differences. → READ 180® 2016 q3 i? The Cohort 2 comprehension effect sizes were not large enough to be substantively important. → READ 180® 2016 (2)

Evidence¶

READ 180® 2016¶

READ 180®. (2016). What Works Clearinghouse Intervention Report: Adolescent Literacy, Updated November 2016. U.S. Department of Education, What Works Clearinghouse. http://www.hmhco.com/products/read-180/

q3 · i? · causal · r3

Randomized controlled trial in Brockton, Massachusetts afterschool programs (grades 4–6), Cohort 1: statistically significant positive differences on Stanford 10 Vocabulary and Reading Comprehension subtests, with the comprehension result substantively important per WWC criteria.

"For Cohort 1, the authors reported statistically significant positive differences between the READ 180® Enterprise Edition and comparison groups on both outcomes, and the result for the Reading Comprehension subtest was large enough to be considered substantively important"

READ 180® 2016 (2)¶

READ 180®. (2016). What Works Clearinghouse Intervention Report: Adolescent Literacy, Updated November 2016. U.S. Department of Education, What Works Clearinghouse. http://www.hmhco.com/products/read-180/

q3 · i? · quant-synthesis · r2

Same RCT, second cohort (2007–08): the WWC confirmed "no statistically significant differences between the intervention and comparison groups for Cohort 2," and the effect sizes were not substantively important.

"The authors also reported, and the WWC confirmed, no statistically significant differences between the intervention and comparison groups for Cohort 2."

Discussion¶

Related Claims¶

• READ 180® has positive effects on reading comprehension for adolescent readers in grades 4–12 — a broader claim this one bears on
• READ 180® has potentially positive effects on reading fluency for adolescent readers — related
• Software product effects changed between the first and second year of the study, warranting cohort-level comparison of effectiveness — related
• Two READ 180 studies found statistically significant positive effects over control groups (Western Massachusetts +0.18; Milwaukee +0.14) — related
• READ 180 studies in Newark (NJ) and Memphis found no differences from control — related