One year after the intervention, Reading Mastery showed a statistically significant effect on word attack for English language learners, with positive but non-significant differences on other reading measures¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i2 medium
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 At one-year follow-up, the word attack effect was statistically significant (effect size 1.02, improvement index +35), while oral reading fluency, letter-word identification, reading vocabulary, and passage comprehension showed positive but non-significant differences. → WWC Intervention Report: Reading Mastery SRA/McGraw-Hill 2006

Evidence¶

WWC Intervention Report: Reading Mastery SRA/McGraw-Hill 2006¶

WWC Intervention Report: Reading Mastery SRA/McGraw-Hill. (2006). What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc

q3 · i2 · causal · r?

Follow-up data from Gunn et al. (2002), reported in Appendix A4 of the WWC review, show Word Attack with a mean difference of 24.36, effect size 1.02, statistically significant at α = 0.05, improvement index +35. The other four measures had effect sizes of 0.24 to 0.70, all marked 'ns'.

"After one year, three of the five outcome measures showed substantively important effects (word attack, reading vocabulary, and passage comprehension but not oral reading fluency or letter/word identification)."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• Supplemental Reading Mastery instruction showed substantively important immediate effects on four of five reading measures for English language learners, none statistically significant — related
• One-year follow-up and LiPS-vs-RWT supplemental comparisons showed mostly non-significant differences, with some follow-up alphabetics effects remaining significant — related
• The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
• Supplemental first-grade interventions for ELLs improved phonological and word-level skills but not comprehension, with comprehension gains emerging at one-year follow-up — related