A standard Tier 2 multi-component reading intervention produced no statistically significant differences versus business-as-usual on any of seven reading outcomes for fourth graders at or below the 15th percentile in comprehension¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2018 · 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? Multilevel impact models showed no statistically significant differences between treatment and BAU groups on comprehension, vocabulary, word reading, or fluency outcomes. → Al Otaiba 2018
Evidence¶
Al Otaiba 2018¶
Al Otaiba, S., Petscher, Y., Wanzek, J., Lan, P., & Rivas, B. (2018). I'm not throwing away my shot: What Alexander Hamilton can tell us about standard reading interventions. Learning Disabilities Research & Practice, 33(3), 156–167. https://doi.org/10.1111/ldrp.12179
q3 · i? · causal · r2
Randomized control trial reanalysis of 194 fourth graders (n = 97 per condition) scoring at or below the 15th percentile on GMRT comprehension, comparing Passport to Literacy (average 94 daily 30-min small-group sessions) with business-as-usual. The article reports "statistically significant results were not observed" across all seven multilevel models (p-values .153–.893).
"Despite our hypothesis that we would find significant differences favoring the treatment group, statistically significant results were not observed."
Discussion¶
Related Claims¶
- The multi-component intervention produced statistically significant advantages over business-as-usual on one decoding measure (ES = 0.58) and one fluency measure (ES = 0.46), but not on reading comprehension — related
- The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
- Despite an average of 94 well-implemented intervention sessions, students remained about one standard deviation below national norms in reading comprehension with low vocabulary — related
- The intervention produced no statistically significant effects on standardized measures of reading comprehension — related
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