SFA® shows mixed effects on reading comprehension for beginning readers¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across eight studies, comprehension outcomes were positive and statistically significant for one study, negative and substantively important for one study, and indeterminate for six studies. → Success for All® 2017

Evidence¶

Success for All® 2017¶

Success for All®. (2017). WWC Intervention Report: Beginning Reading. What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/672

q3 · i? · review · r3

The WWC comprehension synthesis covered eight studies including 9,733 students in 143 schools. Madden et al. (1993) showed a significant positive effect for low-quartile second graders; Ross et al. (1998) showed a negative and substantively important effect size; six studies were indeterminate.

"In the eight studies that reported findings, the estimated impact of the intervention on outcomes in the comprehension domain was positive and statistically significant for one study, negative and substantively important for one study, and indeterminate for six studies."

Discussion¶

Related Claims¶

• Comprehension domain: one study found a substantively important positive effect and one an indeterminate effect — related
• SFA® shows mixed effects on general reading achievement for beginning readers — related
• SFA® shows potentially positive effects on reading fluency for beginning readers — related
• SFA® shows positive effects on alphabetics for beginning readers in grades K–4 — related