In Study 1, children with higher midyear blending scores who received code-focused instruction scored significantly lower than controls on blending at posttest¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · 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? For children 1 SD above the midyear mean on Blending, the code-focused instruction group scored significantly lower than the control group; there were no differences at or below the mean. → Lonigan 2016
Evidence¶
Lonigan 2016¶
Lonigan, C. J., & Phillips, B. M. (2016). Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties. Journal of Educational Psychology. https://doi.org/10.1037/edu0000054
q3 · i? · causal · r2
Study 1 follow-up of the marginally significant midyear-score-by-treatment interaction for Pre-CTOPPP Blending. At 1 SD above the midyear mean, intervention children (Adj. M = 14.59) scored significantly lower than controls (Adj. M = 17.33), F(1, 76.00) = 5.16, p < .03; no differences at or below the mean.
"for children 1 SD above the mean on the Blending subtest at midyear, children who received the code-focused instruction (Adj. M = 14.59) scored significantly lower (p < .03) than did children in the BAU control group (Adj. M = 17.33), F(1, 76.00) = 5.16, p < .03"
Discussion¶
Related Claims¶
- In Study 1, code-focused Tier II instruction yielded only a marginal advantage on letter names and no significant differences on other code-related measures — related
- In Study 1, language-focused Tier II instruction produced no significant main effects on language outcomes for RTI-identified preschoolers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
study1-blending-interaction-higher-baseline |
title |
In Study 1, children with higher midyear blending scores who received code-focused instruction scored significantly lower than controls on blending at posttest |
description |
In Study 1, children with higher midyear blending scores who received code-focused instruction scored significantly lower than controls on blending at posttest |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2016 |
generated |
by process:wiki-ingest on 2026-10-25 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — lonigan-2016 |
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