Reading Plus® produced a statistically significant positive effect on FCAT reading comprehension for low-achieving adolescent learners, with a small WWC-calculated effect of 0.06¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i0 negligible
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 One quasi-experimental study found a statistically significant positive effect of Reading Plus® on the reading portion of the FCAT for low-achieving students, with a small WWC-calculated effect size of 0.06. → What Works Clearinghouse 2010

Evidence¶

What Works Clearinghouse 2010¶

What Works Clearinghouse. (2010). WWC Intervention Report: Reading Plus®. U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/419

q2 · i0 · causal · r2

The WWC report describes a quasi-experimental study across 98 Florida schools comparing 6,070 low-achieving intervention students with 7,058 comparison students, with outcomes after six months. The report states "The WWC-cal -culated effect was small (0.06) but statistically significant."

"Reading Plus (2008) found a statistically significant positive effect of Reading Plus ® on the reading portion of the FCAT for low-achieving students. The WWC-cal -culated effect was small (0.06) but statistically significant."

Discussion¶

Related Claims¶

• The extent of evidence for Reading Plus® on adolescent learners is small, resting on a single study that met WWC standards with reservations — related