The grade 2 spelling advantage of the standalone intervention was larger among students with low baseline spelling scores (0.27 standard deviation)¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i1small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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q3 i1 Among grade 2 students with a low FRA Spelling baseline score, the standalone intervention outperformed the embedded intervention by 25 points, equivalent to 0.27 standard deviation and 11 percentile rank points. → Foorman 2017
Evidence¶
Foorman 2017¶
Foorman, B., Herrera, S., Dombek, J., Schatschneider, C., & Petscher, Y. (2017). The relative effectiveness of two approaches to early literacy intervention in grades K–2 (REL 2017–251). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. http://ies.ed.gov/ncee/edlabs
q3 · i1 · causal · r3
Subgroup analysis from the grade 2 hierarchical linear model probing a significant baseline-by-treatment interaction; adjusted means were "404 in standalone intervention schools and 379 in embedded intervention schools". The printed effect size is 0.27 standard deviation (25 points, 11 percentile rank points), significant after the Benjamini–Hochberg correction.
"The average FRA Spelling outcome among a subgroup of grade 2 students with a low FRA Spelling baseline score was 404 in standalone intervention schools and 379 in embedded intervention schools."
Discussion¶
Related Claims¶
- At-risk K–2 students in both intervention groups improved on average 13–25 percentile points on reading outcomes and 6–25 percentile points on language outcomes — related
- A standalone tier 2 early literacy intervention did not significantly improve reading or language outcomes relative to an embedded intervention in grades K–2, except for grade 2 spelling — related
- The standalone intervention significantly improved grade 2 FRA Sentence Comprehension only among cohort 1 students with a low vocabulary baseline (0.38 standard deviation) — related
- Relative effects of the standalone versus embedded intervention were inconsistent across cohorts and baseline scores, favoring first one intervention and then the other — related
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