The text-processing intervention significantly improved struggling middle school readers' identification of key words and main ideas on a proximal measure¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Treatment students outperformed control students on the researcher-developed key word and main idea measure. → Amy E. Barth 2016

Evidence¶

Amy E. Barth 2016¶

Amy E. Barth, Sharon Vaughn, Philip Capin, Eunsoo Cho, Stephanie Stillman-Spisak, Leticia Martinez, and Heather Kincaid. (2016). Effects of a Text-processing Comprehension Intervention on Struggling Middle School Readers. Top Lang Disord. 2016; 36(4): 368–389. https://doi.org/10.1097/TLD.0000000000000101

q3 · i2 · causal · r2

One-way ANCOVA on the 12-point key word and main idea proximal measure, scored with a rubric by raters blind to group, with pretest as covariate. The article reports F (1, 125) = 6.36, p = .013, ηp2= .048 favoring treatment.

"the key word and main idea F (1, 125) = 6.36, p = .013, ηp2= .048"

Discussion¶

Related Claims¶

• The text-processing intervention significantly improved struggling middle school readers' performance on a proximal vocabulary measure — related
• A 13-week multicomponent small-group reading intervention did not produce significantly better word reading, comprehension, or fluency outcomes than typical remedial instruction for middle school students with severe reading difficulties — related