SMART® tutoring produced a statistically significant positive effect on first-graders' word identification after two years of intervention¶

Claim · All claims
Evidence · 1 study · causal r? · q3 · i2 medium
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 After two years of SMART® tutoring, low-performing first-grade students significantly outperformed comparison students on the WRMT-R word identification subtest (effect size 0.40). → 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 · i2 · causal · r?

A randomized controlled trial randomly assigned low-performing first-graders in 24 classrooms to intervention or comparison within classrooms; the WWC confirmed a statistically significant positive effect on word identification, with effect size 0.40 and improvement index +16 percentile points (Appendix A3.1).

"The Baker, Gersten, & Keating (2000) study reported a statistically significant positive effect of SMART® on the Woodcock Reading Mastery Tests–Revised (WRMT-R) word identification subtest. This result was confirmed by the WWC."

Discussion¶

Related Claims¶

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