Students spending only 30% of intervention time on phonological awareness and decoding maintained phonological decoding gains comparable to or larger than a 100% PAD group¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2012 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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.
q2 i? The ANOVA on Nonsense Word Fluency gain scores showed no main effect of instructional condition, and posttest standardized mean differences favored the vocabulary-added groups (SR d = .37, MA d = .44 relative to PAD). → Filippini 2012
Evidence¶
Filippini 2012¶
Filippini, A. L., Gerber, M. M., & Leafstedt, J. M. (2012). A Vocabulary-Added Reading Intervention for English Learners At-Risk of Reading Difficulties. International Journal of Special Education, 27(3). https://eric.ed.gov/?id=EJ1001055
q2 · i? · causal · r2
ANOVA on NWF gain scores (no missing pretest or posttest data) comparing PAD-only, vocab+ SR, and vocab+ MA conditions. The article reports "the average student in the SR group performed at the 64 th percentile of the PAD group ( d = .37)" and d = .44 for MA; within-group pre-post effect sizes were d = .49 (SR), d = .33 (MA), d = .17 (PAD).
"The results of the ANOVA did not show the anticipated main effect, F(2, 68) = 1.02, p = .367."
Discussion¶
Learner Variables¶
- Decoding — outcome: instruction changes it
- Phonological Awareness — outcome: instruction changes it
Related Claims¶
- Initially lowest-performing students on phonological decoding grew more than peers regardless of condition, with the largest growth in the morphological-awareness vocabulary condition — related
- Per instructional minute spent on phonological awareness and decoding, vocabulary-added conditions produced larger NWF gains than the PAD-only condition — related
- Vocabulary-added instruction produced larger gains on taught vocabulary than phonological-awareness-and-decoding-only instruction, though differences were not statistically significant — related
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