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¶
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? Code-focused instruction produced only a marginal posttest advantage on the CLIP Letter Names test, with no significant group differences on other code-related outcomes. → 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 randomized comparison of code-focused Tier II instruction versus business-as-usual Tier I for children qualified on code-related skills, analyzed with multi-level models. The only posttest difference was marginal on CLIP Letter Names, F(1, 77.00) = 3.52, p < .07; other outcomes showed "no significant differences between groups".
"At posttest, children who received the code-focused instruction scored marginally higher than did children in the BAU control group on the CLIP Letter Names test, F(1, 77.00) = 3.52, p < .07, but there were no significant differences between groups on any of the other code-related measures (ps > .18)."
Discussion¶
Related Claims¶
- In Study 1, children with higher midyear blending scores who received code-focused instruction scored significantly lower than controls on blending at posttest — related
- In Study 1, language-focused Tier II instruction produced no significant main effects on language outcomes for RTI-identified preschoolers — related
- In Study 1, effects of language-focused Tier II instruction were moderated by qualification status: dual-qualified children gained on expressive language while language-only children scored lower on definitional vocabulary — related
- In Study 2, intensified and narrowed Tier II instruction produced significant and moderate-to-large impacts for RTI-identified preschoolers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
study1-code-tier2-marginal-only |
title |
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 |
description |
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 |
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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