The DOI matches its Crossref record.
Examining the Average and Local Effects of a Standardized Treatment for Fourth Graders With Reading Difficulties
Abstract
The present study used a randomized control trial to examine the effects of a widely used multicomponent Tier 2-type intervention, Passport to Literacy, on the reading ability of 221 fourth graders who initially scored at or below the 30th percentile in reading comprehension. Intervention was provided by research staff to groups of 4–7 students for 30 min, 4 days a week throughout the school year (M = 90.45 lessons). Tier 1 instruction was observed to be of generally high quality and intervention fidelity was strong. Findings revealed small, average effects (ES = .14–.28) in favor of intervention students on standardized measures of comprehension, but no effects on word reading or fluency measures. Exploratory analyses indicated that intervention effects may differ by students’ comprehension abilities. Implications for intervention implementation and directions for future research are discussed.
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Wanzek et al. (2016) found larger average effect sizes of one-to-one (ES = 0.50), one-to-two or three (ES = 0.61), and one-to-four or five (ES = 0.44) student small-group instruction, but they included only interventions in Grades K-3 in their review of students with or at risk of reading difficulties.
“Wanzek et al. (2016) found larger average effect sizes of one‐to‐one (ES = 0.50), one‐to‐two or three (ES = 0.61), and one‐to‐four or five (ES = 0.44) student small‐group instruction, but they included only interventions in Grades K‐3 in their review of students with or at risk of reading difficulties.”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Wanzek et al. (2016)
Wanzek et al. (2016) found an average effect size of 0.38 for language and comprehension outcomes among interventions in Grade K-3.
“They found an average effect size of 0.38 for language and comprehension outcomes among interventions in Grade K‐3.”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Wanzek et al. (2016)
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Cited by
Sorted by citations
Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54
Metadata
- Authors
- Wanzek, J., Petscher, Y., Al Otaiba, S., Kent, S. C., Schatschneider, C., Haynes, M., Rivas, B. K., & Jones, F. G.
- Affiliations
- Vanderbilt University (US)
- Florida State University (US)
- University of Houston (US)
- Southern Methodist University (US)
- Corresponding author
- Wanzek, Jeanne
- Venue
- Journal of Research on Educational Effectiveness
- Publisher
- Informa UK Limited
- Published
- 2016-01-08
- Volume
- 9
- Issue
- sup1
- Pages
- 45-66
- ISSN
- 1934-5739 (ISSN-L)
- 1934-5747
- OpenAlex
- W2414624888
- Cited by
- 27
- References
- 0
- Citations by year
- 2026: 2 · 2025: 1 · 2023: 4 · 2022: 1 · 2021: 4 · 2020: 6 · 2019: 1 · 2018: 4 · 2017: 2 · 2016: 2
- FWCI
- 7.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research on Educational Effectiveness (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- reading difficulties, fourth grade, Tier 2 intervention, reading comprehension, word reading, reading fluency, intervention effects, intervention fidelity, intervention implementation, struggling readers
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