Grade level moderates the SKILL effect on reading comprehension, benefiting Grades 3–4 but not Grades 1–2, while oral and written language effects do not vary by grade¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr3·q4
Currency · newest study 2022 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · 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.
q4 i? On the GMRT comprehension subtest, SKILL benefited 3rd/4th graders significantly more (g = .26) than 1st/2nd graders (g = -.34). → Gillam 2022
q4 i? SKILL's effects on oral and written language did not vary reliably across grade-level groups. → Gillam 2022 (2)
Evidence¶
Gillam 2022¶
Gillam, S. L., Vaughn, S., Roberts, G., Capin, P., Fall, A.-M., Israelsen-Augenstein, M., Holbrook, S., Wada, R., Hancock, A., Fox, C., Dille, J., Magimairaj, B. M., & Gillam, R. B. (2022). Improving Oral and Written Narration and Reading Comprehension of Children at-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial. Journal of Educational Psychology. https://doi.org/10.1037/edu0000766
q4 · i? · causal · r3
Moderation analysis in the RCT comparing 1st/2nd versus 3rd/4th grade groups. The interaction was "negative and statistically significant", favoring older students (g = .26) over younger (g = -.34).
"Specifically, on the GMRT comprehension subtest, the negative and statistically significant interaction term indicated that SKILL benefited 3rd/4th graders significantly more (Hedges g = .26) than students in the 1st/2nd grade-level group (g = /C0 .34)."
Gillam 2022 (2)¶
Gillam, S. L., Vaughn, S., Roberts, G., Capin, P., Fall, A.-M., Israelsen-Augenstein, M., Holbrook, S., Wada, R., Hancock, A., Fox, C., Dille, J., Magimairaj, B. M., & Gillam, R. B. (2022). Improving Oral and Written Narration and Reading Comprehension of Children at-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial. Journal of Educational Psychology. https://doi.org/10.1037/edu0000766
q4 · i? · causal · r3
The same moderation models found no reliable grade-level variation for oral and written language outcomes, so moderation was specific to the standardized reading comprehension measure.
"SKILL’s effect on oral and written language did not vary reliably across participants, regardless of grade-level."
Discussion¶
Learner Variables¶
- Age and Developmental Stage — moderator: an instructional effect differs with it
- Communication Skills — outcome: instruction changes it
- Oral Language — predictor: learners who differ on it differ in outcomes
Related Claims¶
- SKILL does not improve standardized reading comprehension overall, with a small low-average effect at follow-up — related
- SKILL intervention significantly improves oral narrative comprehension and production immediately after treatment in at-risk Grade 1–4 students — related
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