Treatment effects on word recognition differed by native status: the curriculum was more effective for native than non-native adults, though subgroup impacts were not individually significant¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2011 · 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? Significant treatment-by-native-status interactions were found for the WJR Letter-Word Identification and WRAT3 Word Reading tests, with a positive but non-significant impact for native learners (0.24) and a negative but non-significant impact for non-native learners (-0.21) on Word Reading. → Alamprese 2011
Evidence¶
Alamprese 2011¶
Alamprese, J. A., MacArthur, C. A., Price, C., & Knight, D. (2011). Effects of a Structured Decoding Curriculum on Adult Literacy Learners' Reading Development. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2011.555294
q3 · i? · causal · r2
Interaction tests across all 11 outcome measures in the randomized trial; Table 4 shows native-group Word Reading impact 0.24 (p = .068) and non-native impact -0.21 (p = .244), neither significantly different from zero.
"Significant interactions were found for the Woodcock-Johnson-R Letter-Word Identification test and the WRAT3 Word Reading test (p < .05)."
Discussion¶
Related Claims¶
- The MSDS structured decoding curriculum produced a small but significant effect on adult learners' pseudoword decoding (WJR Word Attack) relative to control instruction — related
- Non-native English learners made significantly greater reading gains than native learners on 7 of 11 measures, while native learners gained more on vocabulary — reports the opposite
- The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
- Learners in K-3 structured decoding curricula adapted for adults (comparison group) did not differ significantly from treatment or control groups on any reading measure — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
treatment-native-status-interaction-word-recognition |
title |
Treatment effects on word recognition differed by native status: the curriculum was more effective for native than non-native adults, though subgroup impacts were not individually significant |
description |
Treatment effects on word recognition differed by native status: the curriculum was more effective for native than non-native adults, though subgroup impacts were not individually significant |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — alamprese-2011 |
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