Segmentation is the only alphabetics outcome the WWC confirmed statistically significant across multiple studies¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The WWC confirmed statistically significant positive effects only for the segmentation/segmenting measure across the O'Connor studies, with effect sizes of 1.78 (Study A), 0.93 (Study B), and 1.94 (O'Connor et al., 1996); findings for other constructs were inconsistent across studies. → What Works Clearinghouse 2007

Evidence¶

What Works Clearinghouse 2007¶

What Works Clearinghouse, U.S. Department of Education. (2007). Ladders to Literacy for Kindergarten Students. WWC Intervention Report. https://ies.ed.gov/ncee/wwc/InterventionReport/259

q3 · i2 · causal · r2

WWC analysis of O'Connor et al. (1996) in the alphabetics domain. Although the study authors reported significant effects across seven measures, "The WWC confirmed statistically significant effects only for the segmenting measure"; the printed effect size for segmenting was 1.94 with improvement index +47, and the average across the seven outcomes was not statistically significant but exceeded 0.25.

"The WWC confirmed statistically significant effects only for the segmenting measure."

Discussion¶

Related Claims¶

• Training effects were larger on outcome measures aligned with the trained skill (blending, segmenting) than on less aligned measures — a broader claim this one bears on
• Ladders to Literacy shows potentially positive effects on fluency based on a single non-significant finding with an effect size of 0.72 and an improvement index of +26 — related
• Blending-focused phonological awareness training produced statistically significant positive differences on blending outcomes in O'Connor et al. (1993) — related