SFA® shows positive effects on alphabetics for beginning readers in grades K–4¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2017 · 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? Across eight studies meeting WWC group design standards, SFA® had a positive and statistically significant effect on alphabetics outcomes in four studies, with no contrary evidence. → 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 systematic review's alphabetics domain synthesis, based on eight studies including 7,957 students in 137 schools. The review found the impact "positive and statistically significant for four studies" and no studies showed significant negative effects, yielding a positive-effects rating.
"In the eight studies that reported findings, the estimated impact of the intervention on outcomes in the alphabetics domain was positive and statistically significant for four studies, two of which meet WWC group design standards without reservations."
Discussion¶
Related Claims¶
- SFA® shows mixed effects on reading comprehension for beginning readers — related
- SFA® shows mixed effects on general reading achievement for beginning readers — related
- Failure Free Reading shows no discernible effects on alphabetics outcomes for beginning readers — reports the opposite
- The Wilson Reading System shows potentially positive effects on alphabetics for beginning readers, based on a single randomized controlled trial — related
- In Torgesen et al. (2010), LiPS produced statistically significant positive effects on word accuracy/fluency, phonemic decoding, phonological awareness, and spelling versus a basal reading program — related
- In the Rashotte, MacPhee, and Torgesen (2001) RCT, SpellRead™ produced statistically significant positive effects on alphabetics and reading fluency for fifth- and sixth-grade struggling readers after eight weeks — related
- SpellRead™ shows potentially positive effects on reading fluency for adolescent readers, with an average improvement index of +14 — related
- SpellRead™ shows potentially positive effects on alphabetics for adolescent readers, with an average improvement index of +23 across two studies — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sfa-positive-effects-alphabetics-k-4 |
title |
SFA® shows positive effects on alphabetics for beginning readers in grades K–4 |
description |
SFA® shows positive effects on alphabetics for beginning readers in grades K–4 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — success-for-all-2017 |
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