Participants entered the study with very poor skills, at least 1 SD below the mean on every measure and 2 SD below on receptive vocabulary, phonological awareness, and fluency¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: baselines and conditions change
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? At pretest, participants' mean standard and scale scores were at least one standard deviation below the mean on every measure, and two standard deviations below on measures of receptive vocabulary, phonological awareness, and oral reading fluency. → Greenberg Daphne 2011
Evidence¶
Greenberg Daphne 2011¶
Greenberg Daphne, Wise Justin, Morris Robin, Fredrick Laura, Nanda Alice O., Pae Hye-K. (2011). A randomized control study of instructional approaches for struggling adult readers. Journal of Research on Educational Effectiveness. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3237050/
q3 · i? · causal · r2
Descriptive statistics from Table 2 for the 198 participants in the final analyses. The authors state these findings add to knowledge on profiles of struggling adult readers, whose difficulties are apparent in all processes studied, especially receptive vocabulary, fluency, and phonological awareness.
"Mean standard and scale scores that were available for this age group, were at least 1 standard deviation below the mean on every measure, and scores were 2 standard deviations below the mean for measures assessing receptive vocabulary, phonological awareness, and oral reading fluency of words, nonwords, and connected text."
Discussion¶
Related Claims¶
- Correlations among reading and reading-related measures were much lower than expected, indicating poor integration of skills in struggling adult readers — related
- Children from low-income families enter kindergarten one full standard deviation (15 standard score points) behind higher-income peers in literacy and mathematics (ECLS-K, attributed to Zill & West, 2001) — a broader claim this one bears on
- Adult struggling readers score far below adult norms on the Boston Naming Test, with expressive vocabulary resembling children's scores — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
struggling-adult-reader-skill-profile |
title |
Participants entered the study with very poor skills, at least 1 SD below the mean on every measure and 2 SD below on receptive vocabulary, phonological awareness, and fluency |
description |
Participants entered the study with very poor skills, at least 1 SD below the mean on every measure and 2 SD below on receptive vocabulary, phonological awareness, and fluency |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — greenberg-daphne-2011 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.