Follow-up effects of targeted K-6 interventions remain positive up to 2 years after intervention ends, with evidence of fadeout¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? The pooled follow-up effect size is ES = 0.27 (95% CI [0.17, 0.36]), positive and statistically significant, but follow-up evidence pertains almost exclusively to small-group instruction and reading. → Dietrichson 2021

Evidence¶

Dietrichson 2021¶

Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021). Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1152

q4 · i? · quant-synthesis · r3

Meta-analysis of longer follow-up periods from the same 205-study corpus; the pooled follow-up effect size is "ES = 0.27, 95% CI = [0.17, 0.36]", and the review reports positive effects up to 2 years after intervention end with evidence of fadeout, only five studies measuring effects beyond 2 years.

"The overall average effect sizes (ES) for short‐term and follow‐up outcomes were positive and statistically significant (ES = 0.30, 95% confidence interval [CI] = [0.25, 0.34] and ES = 0.27, 95% CI = [0.17, 0.36]), respectively)."

Discussion¶

Related Claims¶

• Longer-run effects of targeted secondary interventions are small and not statistically significant, with only seven studies providing follow-up evidence — related
• Targeted school-based interventions have positive short-term effects on standardised reading and mathematics tests for K-6 students with or at risk of academic difficulties — related
• The 2018 review reported a larger pooled effect (SMD = 0.30) that was not sustained at longer-term follow-up — related
• Evidence on long-term persistence of self-regulation intervention effects is mixed: no fadeout for metacognitive strategy interventions versus substantial fadeout in higher-quality RCT syntheses — related