Students with LD made statistically significant gains in oral reading fluency on off-grade-level passages but no significant gains on word reading or comprehension standard scores¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr1·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Off-grade-level ORF scores increased significantly from pre- to posttest (t = 2.48), while on-grade-level ORF differences were not significant (t = 2.10, ns). → Swanson 2010
q2 i? No statistically significant differences were detected on LWI, WA, or PC from pretest to posttest. → Swanson 2010 (2)
Evidence¶
Swanson 2010¶
Swanson, E. A., & Vaughn, S. (2010). An Observation Study of Reading Instruction Provided to Elementary Students With Learning Disabilities in the Resource Room. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20484
q2 · i? · associational · r1
Pre–post assessment of 32 students over a 13-week period with t tests and Bonferroni adjustment. The results report "Mean off-grade-level ORF scores increased from pre- to posttest at a statistically significant level ( t = 2.48, p>. 01)", with a mean gain of 0.37 words per week on off-grade-level passages.
"Mean off-grade-level ORF scores increased from pre- to posttest at a statistically significant level ( t = 2.48, p>. 01)."
Swanson 2010 (2)¶
Swanson, E. A., & Vaughn, S. (2010). An Observation Study of Reading Instruction Provided to Elementary Students With Learning Disabilities in the Resource Room. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20484
q2 · i? · associational · r1
Same pre–post analysis using Woodcock Johnson III standard scores. The results state "No statistically significant differences were detected on measures of LWI, W A, or PC"; scores remained at least 1 SD below the normative mean at posttest.
"No statistically significant differences were detected on measures of LWI, W A, or PC."
Discussion¶
Related Claims¶
- SMART® tutoring produced statistically significant positive effects on oral reading fluency on both first- and second-grade passages — related
- After one year of SMART® intervention, only the fluency outcome was statistically significant, while alphabetics and comprehension effects were not — related
- Program-specific gains appeared only in isolated t-tests: GRR on reading comprehension and RAVE-O on word-level efficiency measures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
resource-room-orf-gains-only-off-grade-level |
title |
Students with LD made statistically significant gains in oral reading fluency on off-grade-level passages but no significant gains on word reading or comprehension standard scores |
description |
Students with LD made statistically significant gains in oral reading fluency on off-grade-level passages but no significant gains on word reading or comprehension standard scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — swanson-2010, swanson-2010-2 |
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