Multisyllabic word-reading instruction for struggling readers in grades 4–9 has strong evidence, based on 32 studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · 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 building students' decoding skills so they can read complex multisyllabic words, based on 32 studies. → Vaughn 2022

q3 i? The WWC panel assigned a strong level of evidence to building students' decoding skills for complex multisyllabic words, based on 32 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 · r2

The guide's evidence summary for Recommendation 1 states the panel assigned a "strong level of evidence to this recommendation based on 32 studies" of multisyllabic word-reading instruction; seventeen met WWC standards without reservations and fifteen with reservations.

"strong level of evidence to this recommendation based on 32 studies examining the effectiveness of multisyllabic word-reading instruction."

Discussion¶

Learner Variables¶

• Decoding — outcome: instruction changes it

Related Claims¶

• Practice making sense of stretch text has moderate evidence, based on 15 studies — related
• Fluency-building activities for struggling readers in grades 4–9 have strong evidence, based on 33 studies — related
• Morphological instruction improves word-level literacy outcomes (decoding, spelling, vocabulary, morphological knowledge) but shows no reliable effect on reading comprehension — related
• Systematic Phonics Improves Word Reading — related
• Phonics instruction has a small but statistically confirmed effect for children with reading disabilities, while Orton-Gillingham structured-literacy programs show positive but non-significant effects — related
• A WWC practice guide rests its recommendation to teach academic vocabulary intensively across several days on six studies meeting WWC standards (five RCTs, one quasi-experiment) — related
• In Torgesen et al. (2010), LiPS produced statistically significant positive effects on word accuracy/fluency, phonemic decoding, phonological awareness, and spelling versus a basal reading program — a narrower finding that bears on this claim
• Comprehension-building practices for struggling readers in grades 4–9 have strong evidence, based on 34 studies — related
• Word-reading interventions significantly improve decoding, nonword decoding, reading comprehension, and spelling (g = 0.29-0.45) but not reading fluency — related