SIWI showed no substantial effect on word identification (SORT-R3) among grade 3-5 d/hh students¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The SORT-R3 word identification outcome showed no substantial difference between treatment and comparison groups (effect size = 0.11). → Wolbers 2018

Evidence¶

Wolbers 2018¶

Wolbers, K., Dostal, H., Graham, S., Branum-Martin, L., Kilpatrick, J., & Saulsburry, R. (2018). Strategic and Interactive Writing Instruction: An Efficacy Study in Grades 3-5. Journal of Educational and Developmental Psychology, 8(1). https://doi.org/10.5539/jedp.v8n1p99

q2 · i? · causal · r2

Multilevel regression of SORT-R3 posttest on pretest within teacher; treatment estimate t = 0.24, p = 0.81, effect size 0.11. The article notes "Students' word identification outcomes varied substantially by teacher."

"The final outcome, word identification measured by the SORT-R3, showed no substantial difference between groups (effect size = 0.11)."

Discussion¶

Related Claims¶

• Teachers implemented interactive instruction principles more faithfully than strategic or linguistic/metalinguistic principles in their first year of SIWI professional development — related
• For first-grade nonresponders, PALS showed no statistically significant effects on seven alphabetics outcomes compared with adult tutoring — related
• Alphabet instruction benefits did not transfer to letter-word identification, phonological awareness, emergent reading, or developmental spelling — related
• SIWI improved written language accuracy and complexity outcomes, especially for personal narrative writing — related