Group size in grades 4–9 reading interventions typically varies, with smaller groups in grades 4 and 5 than in middle and high school elective reading courses¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Group size in reading interventions typically varies, with smaller groups in grades 4 and 5 than in elective reading courses in middle and high schools. → Vaughn 2022

Evidence¶

Vaughn 2022¶

Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D. K., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading Interventions for Students in Grades 4–9. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q2 · i? · review · r?

Descriptive statement in the guide's introductory scope text about typical implementation of reading interventions across grade bands, noting "smaller groups in grades 4 and 5 than in elective reading courses in middle and high schools." No effect size or sample data are printed.

"Group size typically varies, with smaller groups in grades 4 and 5 than in elective reading courses in middle and high schools."

Discussion¶

Related Claims¶

• A large multi-site cluster randomized study found a positive PSAT/NMSQT reading effect in one cohort (+0.13) but a smaller effect in a second cohort (+0.03) — related
• A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties — related
• Neither treatment nor typical-practice students with severe reading difficulties demonstrated significant standard-score growth over the 13-week study — related