After one year of SMART® intervention, only the fluency outcome was statistically significant, while alphabetics and comprehension effects were not¶
Claim · All claims
Evidence · 1 study · causalr?·q3
Currency · newest study 2007 · 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? Interim end-of-first-grade findings showed a statistically significant fluency effect (ES 0.44) but non-significant effects on word identification (ES 0.37) and passage comprehension (ES 0.30). → What Works Clearinghouse 2007
Evidence¶
What Works Clearinghouse 2007¶
What Works Clearinghouse, U.S. Department of Education. (2007). What Works Clearinghouse Intervention Report: Start Making a Reader Today® (SMART®). https://www.getsmartoregon.org
q3 · i? · causal · r?
Appendices A4.1–A4.3 report first-grade interim outcomes from the randomized controlled trial: word identification ES 0.37 (ns, improvement index +15), first-grade passage fluency ES 0.44 (statistically significant, +17), and passage comprehension ES 0.30 (ns, +12).
"Interim findings (end of first grade after one year of intervention) from the same study are not included in these ratings, but are reported in Appendix A4."
Discussion¶
Related Claims¶
- SMART® tutoring produced statistically significant positive effects on oral reading fluency on both first- and second-grade passages — related
- SMART® effects on comprehension were not statistically significant on either subtest, though the domain-average effect size was substantively important — related
- SMART® tutoring produced a statistically significant positive effect on first-graders' word identification after two years of intervention — related
- The first-year APS Turnaround Strategy evaluation reports implementation and impact findings focused on High Impact Tutoring and PBS operation of Thomasville Heights Elementary — related
- Two years of multicomponent fluency intervention produced greater word-reading and fluency growth than one year or control, with no comprehension differences — related
- Students with LD made statistically significant gains in oral reading fluency on off-grade-level passages but no significant gains on word reading or comprehension standard scores — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
smart-one-year-interim-mixed-significance |
title |
After one year of SMART® intervention, only the fluency outcome was statistically significant, while alphabetics and comprehension effects were not |
description |
After one year of SMART® intervention, only the fluency outcome was statistically significant, while alphabetics and comprehension effects were not |
status |
review |
evidence_strength |
weak |
newest_evidence |
2007 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — what-works-clearinghouse-2007 |
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