Only one between-group difference emerged: the Control/Comparison, Decoding and Fluency, and DCEF groups showed stronger word attack outcomes than the Extensive Reading group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across three MANCOVAs, only one significant instructional-group finding was detected, for reading achievement, with follow-up ANCOVA showing the C/C, DCEF, and DF groups scored significantly higher on Word Attack than the ER group. → Greenberg Daphne 2011

Evidence¶

Greenberg Daphne 2011¶

Greenberg Daphne, Wise Justin, Morris Robin, Fredrick Laura, Nanda Alice O., Pae Hye-K. (2011). A randomized control study of instructional approaches for struggling adult readers. Journal of Research on Educational Effectiveness. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3237050/

q3 · i? · causal · r2

A 2 (Native Language Status) × 5 (reading instruction group) MANCOVA with posttest data found one significant group effect for reading achievement, F (16, 708) = 2.49, p = .002, η2 = .05. The follow-up univariate ANCOVA on Word Attack yielded F (4, 177) = 4.93, p = .001, η2 = .10.

"A follow up univariate ANCOVA indicated a significant difference among instructional groups for the Word Attack subtest, F (4, 177) = 4.93, p = .001, η2 = .10. Tukey post hoc analyses indicated that significantly higher Word Attack scores (p < .05) were evidenced by the C/C (M = 15.60), DCEF (M = 17.15), and DF (M = 17.98) instruction groups than the ER instruction group (M = 11.36)."

Discussion¶

Related Claims¶

• 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
• No significant instructional-group effects were detected at the six-month follow-up assessment — reports the opposite
• Decoding (Word Attack) showed the strongest gain of the targeted skills, with a moderate effect size of d = .46 overall — related
• The MSDS curriculum showed no statistically significant effects on word recognition, spelling, fluency, or comprehension outcomes — related
• The MSDS structured decoding curriculum produced a small but significant effect on adult learners' pseudoword decoding (WJR Word Attack) relative to control instruction — related