Teacher-rated social skills and problem behaviors correlated significantly with posttest decoding and spelling scores in severely struggling middle school readers¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 SSRS Social Skills scores correlated with WJ III Basic Reading Skills Cluster scores (r = .33) and Problem Behavior scores correlated with Spelling scores (r = .36), both significant at p < .05. → Denton 2008

Evidence¶

Denton 2008¶

Denton, C. A., Wexler, J., Vaughn, S., & Bryan, D. (2008). Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties. Learning Disabilities Research & Practice, 23(2), 79–89. https://doi.org/10.1111/j.1540-5826.2008.00266.x

q3 · i2 · causal · r2

Exploratory correlational analysis of posttest scores against SSRS teacher ratings for the 38 participants. Both correlations were "moderate but positive" per the authors (r = .33 and r = .36), who hypothesize disruptive and off-task behaviors reduced active engagement in intervention.

"Significant correlations were found between students’ SSRS Social Skills and WJ III Basic Reading Skills Cluster standard scores ( r = .33; p < .05) and between Problem Behavior and WJ III Spelling scores ( r = .36; p < .05)."

Discussion¶

Related Claims¶

• HTKS scores show validity evidence for first graders, associating with teacher-rated social skills and problem behavior — related
• Only one of 38 severely struggling middle school readers met a standard-score benchmark of 93 for adequate response to intervention after the study
• English oral vocabulary scores correlated significantly with word identification and reading comprehension posttest scores in this severely struggling sample — related
• Neither treatment nor typical-practice students with severe reading difficulties demonstrated significant standard-score growth over the 13-week study — related
• Reading comprehension correlates 0.40 with spelling, 0.24 with arithmetic, and 0.10 with writing — related