Comprehension-building practices for struggling readers in grades 4–9 have strong evidence, based on 34 studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The WWC panel assigned a strong level of evidence to routinely using a set of comprehension-building practices, supported by 34 studies. → Vaughn 2022

Evidence¶

Vaughn 2022¶

Vaughn, S., Gersten, R., Dimino, J., Taylor, M. J., Newman-Gonchar, R., Krowka, S., Kieffer, M. J., McKeown, M., Reed, D., Sanchez, M., St. Martin, K., Wexler, J., Morgan, S., Yañez, A., & Jayanthi, M. (2022). Providing Reading Interventions for Students in Grades 4–9 (WWC 2022007). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide/29

q3 · i? · quant-synthesis · r3

Appendix C of the guide reports "domain-level effect sizes across the 34 studies supporting Recommendation 3," the recommendation to routinely use comprehension-building practices to help students make sense of text; Table I.1 marks this recommendation strong.

"Domain-level effect sizes across the 34 studies supporting Recommendation 3"

Discussion¶

Related Claims¶

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