Struggling K–6 readers tutored twice weekly by minimally trained college students made significantly greater gains than controls in letter-word identification, word attack, and passage comprehension¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Treatment students' gain scores exceeded control students' on all three WLPB–R subtests, with effect sizes of 0.99 (Letter-Word Identification), 1.02 (Word Attack), and 0.78 (Passage Comprehension). → Lindo 2018 q3 i? On all three posttests, treatment students experienced greater gains than untutored control students. → Lindo 2018

Evidence¶

Lindo 2018¶

Lindo, E. J., Weiser, B., Cheatham, J. P., & Allor, J. H. (2018). Benefits of structured after-school literacy tutoring by university students for struggling elementary readers. Reading & Writing Quarterly, 34(2), 117–131. https://doi.org/10.1080/10573569.2017.1357156

q3 · i3 · causal · r1

Small randomized controlled trial: 19 treatment and 15 control students screened from an after-school program and randomly assigned after score-based pairing. Separate t tests on pretest-to-posttest gain scores on the WLPB–R favored treatment, with "robust effect sizes of 0.99, 1.02, and 0.78".

"Differences between gain scores for the treatment group and control group were statistically significant in favor of the treatment group for all three subtests of the WLPB–R (Letter-Word Identification, Word Attack, and Passage Comprehension), with robust effect sizes of 0.99, 1.02, and 0.78, respectively."

Discussion¶

Related Claims¶

• Struggling adult readers made significant reading gains across all instructional groups, but all improvements were associated with small effect sizes — related
• Struggling English learners in TRI classrooms significantly outperformed control struggling ELs on spring Letter-Word Identification (g = .43) — related
• TRI treatment did not significantly improve spring Passage Comprehension for struggling English learners — related
• Struggling English learners in TRI classrooms significantly outperformed control struggling ELs on spring Word Attack (g = .45) — related
• The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related