TRI treatment did not significantly improve spring Passage Comprehension for struggling English learners¶

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? Treatment status was not significant in predicting spring Passage Comprehension scores, so the TRI effect was limited to word-level measures. → Steven J. Amendum 2018

Evidence¶

Steven J. Amendum 2018¶

Steven J. Amendum, Mary Bratsch-Hines, Lynne Vernon-Feagans. (2018). Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners. Reading Research Quarterly, 53(2). https://doi.org/10.1002/rrq.188

q3 · i? · causal · r2

Null result from the model 1 ANCOVA on the third WJ-III outcome in the classroom-randomized RCT of 108 ELs. No effect size was printed for this non-significant Passage Comprehension contrast; equivalence was not tested.

"In model 1, treatment status was not significant in pre - dicting to spring Passage Comprehension scores."

Discussion¶

Related Claims¶

• Fall oral vocabulary skills did not moderate TRI treatment effects for struggling English learners on any outcome — related
• English oral vocabulary scores correlated significantly with word identification and reading comprehension posttest scores in this severely struggling sample — related
• Fall self-regulation (HTKS) scores predict spring literacy gains in first grade — related
• Struggling English learners in TRI classrooms significantly outperformed control struggling ELs on spring Letter-Word Identification (g = .43) — related
• Struggling English learners in TRI classrooms significantly outperformed control struggling ELs on spring Word Attack (g = .45) — related
• Struggling K–6 readers tutored twice weekly by minimally trained college students made significantly greater gains than controls in letter-word identification, word attack, and passage comprehension — related