Read, Write & Type!™ shows no discernible effects on reading comprehension or vocabulary for beginning readers¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2007 · 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.
q3 i? Neither the comparison with Auditory Discrimination in Depth® nor the comparison with regular instruction showed a statistically significant effect on passage comprehension or estimated verbal IQ. → What Works Clearinghouse 2007
Evidence¶
What Works Clearinghouse 2007¶
What Works Clearinghouse, U.S. Department of Education. (2007). WWC Intervention Report: Read, Write & Type!™. http://www.fcrr.org/TechnicalReports/RWTfullrept.pdf
q3 · i? · causal · r?
In the Torgesen et al. (2003) randomized controlled trial, passage comprehension differences favored RWT modestly versus regular instruction (effect size 0.38, ns, improvement index +15) but were near zero versus ADD (–0.05, ns); estimated verbal IQ differences were 0.00 in both comparisons. The domain average effect size was 0.08, not statistically significant.
"In the comprehension domain, one study with a strong design met WWC evidence standards. Neither of the two comparisons showed statistically significant effects."
Discussion¶
Learner Variables¶
- Vocabulary — outcome: instruction changes it
Related Claims¶
- One-year follow-up and LiPS-vs-RWT supplemental comparisons showed mostly non-significant differences, with some follow-up alphabetics effects remaining significant — related
- Read, Write & Type!™ shows no statistically significant alphabetics advantages over the Auditory Discrimination in Depth® comparison — related
- The online vocabulary intervention did not significantly improve reading comprehension — related
- Read, Write & Type!™ shows statistically significant positive effects on phoneme segmenting and word attack relative to regular classroom instruction for low-achieving first graders — related
- No individual alphabetics outcome reached statistical significance in the WWC analysis — related
- Neither grade level nor outcome type significantly moderates the effects of Spanish reading programs — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
rwt-no-discernible-comprehension-effects |
title |
Read, Write & Type!™ shows no discernible effects on reading comprehension or vocabulary for beginning readers |
description |
Read, Write & Type!™ shows no discernible effects on reading comprehension or vocabulary for beginning readers |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2007 |
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