SFA® shows mixed effects on general reading achievement for beginning readers¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across six studies, general reading achievement outcomes were positive and substantively important for one study and indeterminate for five 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? · quant-synthesis · r2

The WWC general reading achievement synthesis covered six studies including 2,574 students in 42 schools. Only Madden et al. (1993) showed a substantively important positive effect; the other five studies, including Skindrud and Gersten (2006), were indeterminate.

"In the six studies that reported findings, the estimated impact of the intervention on outcomes in the general reading achievement domain was positive and substantively important for one study and indeterminate for five studies."

Discussion¶

Related Claims¶

• SFA® shows mixed effects on reading comprehension 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
• Comprehension domain: one study found a substantively important positive effect and one an indeterminate effect — related