Treatment group participants showed larger comprehension gains than control group participants, with six increasing by at least 50 lexiles¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Six treatment students' lexile scores increased, each by at least 50 lexiles, while five decreased and one was unchanged. → Still 2012 q2 i? Treatment participants who improved comprehension had larger lexile increases than control participants who improved. → Still 2012 (2)

Evidence¶

Still 2012¶

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? JAASEP, Winter 2012. https://eric.ed.gov/?id=EJ1135781

q2 · i? · causal · r1

Scholastic Reading Inventory pre-post lexile data for the 12 treatment students over the 12-week repeated peer reading intervention. The article reports "the students who did increase improved by at least 50 lexiles"; no effect size printed.

"six of the students’ lexile scores increased and one was the exact same. The other five students’ lexile score decreased. However, the students who did increase improved by at least 50 lexiles."

Still 2012 (2)¶

Still, K. L., & Flynt, C. A. (2012). Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers? JAASEP, Winter 2012. https://eric.ed.gov/?id=EJ1135781

q2 · i? · causal · r1

Author's comparison of SRI lexile gains between the small-group treatment class and the co-teach control class, from the Discussion of Results section. The comparison is descriptive; no statistical test or effect size is printed.

"The treatment group participants who improved their comprehension had a larger increase in lexile numbers than those students from the control group who increased their comprehension."

Discussion¶

Related Claims¶

• The relationship between reading fluency and comprehension was inconsistent among struggling adolescent readers in both groups — related
• Newcomer EL students using BrainPOP ESL showed no statistically significant Lexile growth, and results lacked a comparison group — related
• EL students using Achieve3000 scored significantly higher on adjusted post-pilot Lexile scores than comparison students who did not use the tool — related
• Hill and Lenard (2016): LevelSet Lexile effects were negative in spring 2014 and positive in spring 2015 — related
• General literacy achievement domain: one statistically significant positive effect and one indeterminate effect yield a potentially positive rating — related
• Feature use related to a slight increase in multiple choice accuracy, larger for lower-Lexile students and for easier articles — related
• Within the same passage, treatment students' fluency increased from Monday cold reads to Friday reads each week — related