Stand-alone and embedded interventions produced nonsignificant differences on all other reading and language outcomes in grades K–2¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Full-sample HLM models showed no statistically significant treatment differences between stand-alone and embedded interventions on any reading or language outcome in any grade except grade 2 spelling. → Foorman 2018

Evidence¶

Foorman 2018¶

Foorman, B. R., Herrera, S., & Dombek, J. (2018). The relative impact of aligning Tier 2 intervention materials with classroom core reading materials in grades K–2. The Elementary School Journal, 118(3). https://www.journals.uchicago.edu/journals/esj

q3 · i? · causal · r2

Cluster RCT analyzing ten outcomes per grade via three-level HLM with student, small-group, and school baseline covariates; Benjamini-Hochberg correction applied. All effects other than grade 2 spelling were "nonsignificant treatment effects"; equivalence was not tested.

"The full-sample HLM models revealed nonsignificant treatment effects between the stand-alone and embedded interventions for all reading and language outcomes in all grades, with the exception of FRA spelling in grade 2."

Discussion¶

Related Claims¶

• Intervention effects were moderated by cohort and baseline performance, with some substantively important subgroup differences favoring stand-alone — related