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7WWC Intervention Report Corrective Reading July 2, 2007

Appendix A2.1 Outcome measures in the alphabetics domain

Outcome measure Description

Phonics

Test of Word ReadingEfficiency (TOWRE): Phonetic

Decoding Efficiency subtest

The TOWRE is a standardized measure. The phonetic decoding efficiency subtest measures the number of pronounceable printed nonwords that can be accurately decodedwithin 45 seconds (as cited in Torgesen et al., 2006).

TOWRE: Sight Word

Efficiency subtest

The TOWRE is a standardized measure. The sight word efficiency subtest assesses the number of real printed words that can be accurately identified within 45 seconds (as

cited in Torgesen et al., 2006).

Woodcock Reading Mastery

TestRevised (WRMTR):

Word Identification subtest

The word identification subtest is a test of decoding skills. The standardized test requires the child to read aloud isolated real words that range in frequency and difficulty (as

cited in Torgesen et al., 2006).

WRMTR: Word

Attack subtest

This standardized test measures phonemic decoding skills by asking students to read pseudowords. Students are aware that the words are not real (as cited in Torgesen et al.,

2006).

Appendix A2.2 Outcome measure in the fluency domain


Edformation Oral

Fluency Assessment

This test measures the number of words correct per minute (WCPM) that students read using three brief grade-level passages (AIMSweb, as cited in Torgesen et al., 2006).

These passages include both fiction and nonfiction text. The norms for this test are updated by Edformation each school year.

Appendix A2.3 Outcome measures in the comprehension domain


Reading comprehension

Group Reading Assessment

and Diagnostic Evaluation(GRADE): Passage

Comprehension subtest

The GRADE is an untimed norm-referenced standardized test. The passage comprehension subtest includes a passage of text and corresponding multiple-choice comprehen-

sion questions (as cited in Torgesen et al., 2006).

WRMTR: Passage

Comprehension subtest

In this standardized test, comprehension is measured by having students fill in missing words in a short paragraph (as cited in Torgesen et al., 2006).


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Rating received

Potentially positive effects: Evidence o a positive eect with no overriding contrary evidence.

Criterion 1: At least one study showing a statistically signifcant or substantively important positive eect.

Met. One study showed a statistically signifcant positive eect.

AND

Criterion 2: No studies showing a statistically signifcant or substantively importantnegative eect and ewer or the same number o studies showingindeterminate

eects than showing statistically signifcant or substantively importantpositive eects.

Met. No studies showed a statistically signifcant or substantively important negative eect. The single study that met the WWC standards showed

a statistically signifcant positive eect.

Other ratings considered

Positive effects: Strong evidence o a positive eect with no overriding contrary evidence.

Criterion 1: Two or more studies showing statistically signifcant positive eects, at least one o which met WWC evidence standards or a strong design.

Not met. Only one study showed a statistically signifcant positive eect.

AND

Criterion 2: No studies showing statistically signifcant or substantively importantnegative eects.

Met. No studies showed statistically signifcant or substantively important negative eects.

1. For rating purposes, the WWC considers the statistical signifcance o individual outcomes and the domain-level eect. The WWC also considers the size o the domain-level eect or ratings o

potentially positive or potentially negative eects. See theWWC Intervention Rating Schemeor a complete description.

Appendix A4.1 Corrective Readingrating for the alphabetics domain

The WWC rates an interventions eects in a given outcome domain as positive, potentially positive, mixed, no discernible eects, potentially negative, or negative.1

For the outcome domain o alphabetics, the WWC rated Corrective Reading as potentially positive. It did not meet the criteria or positive eects because only

one study showed a statistically signifcant positive eect. The remaining ratings (mixed, no discernible eects, potentially negative, or negative) were not considered

because Corrective Reading was assigned the highest applicable rating.
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Rating received

Potentially positive effects: Evidence o a positive eect with no overriding contrary evidence.

Criterion 1: At least one study showing a statistically signifcant or substantively important positive eect.

Met. One study showed a statistically signifcant positive eect.

AND

Criterion 2: No studies showing a statistically signifcant or substantively importantnegative eect and ewer or the same number o studies showingindeterminate

eects than showing statistically signifcant or substantively importantpositive eects.

Met. No studies showed a statistically signifcant or substantively important negative eect. The single study that met the WWC standards showed

a statistically signifcant positive eect.

Other ratings considered

Positive effects: Strong evidence o a positive eect with no overriding contrary evidence.

Criterion 1: Two or more studies showing statistically signifcant positive eects, at least one o which met WWC evidence standards or a strong design.

Not met. Only one study showed a statistically signifcant positive eect.

AND

Criterion 2: No studies showing statistically signifcant or substantively importantnegative eects.

Met. No studies showed statistically signifcant or substantively important negative eects.



Appendix A4.2 Corrective Readingrating for the fluency domain

The WWC rates an interventions eects in a given outcome domain as positive, potentially positive, mixed, no discernible eects, potentially negative, or negative.1

For the outcome domain o uency, the WWC rated Corrective Reading as potentially positive. It did not meet the criteria or positive eects because only one study

showed statistically signifcant positive eects. The remaining ratings (mixed, no discernible eects, potentially negative, or negative) were not considered because Cor-

rective Reading was assigned the highest applicable rating.


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Appendix A4.3 Corrective Readingrating for the comprehension domain (continued)

Potentially negative effects: Evidence o a negative eect with no overriding contrary evidence.

Criterion 1: At least one study showing a statistically signifcant or substantively important negative eect.

Not met. No studies showed statistically signifcant or substantively important negative eects.

AND

Criterion 2: No studies showing a statistically signifcant or substantively importantpositive eect, or more studies showing statistically signifcant or substantively

importantnegative eects than showing statistically signifcant or substantively important positive eects.

Met. No studies showed statistically signifcant or substantively important positive eects. In addition, no studies showed a statistically signifcant

or substantively important negative eect.

Negative effects: Strong evidence o a negative eect with no overriding contrary evidence.

Criterion 1: Two or more studies showing statistically signifcant negative eects, at least one o which met WWC evidence standards or a strong design.

Not met. No studies showed statistically signifcant negative eects.

AND

Criterion 2: No studies showing statistically signifcant or substantively importantpositive eects.

Met. No studies showed statistically signifcant or substantively important positive eects.




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Appendix A5 Extent of evidence by domain

Sample size

Outcome domain Number of studies School units Students Extent of evidence1

Alphabetics 1 8 More than 70 SmallFluency 1 8 More than 70 Small

Comprehension 1 8 More than 70 Small

General reading achievement 0 0 0 na

na = not applicable/not studied

1. A rating o moderate to large requires at least two studies and two schools across studies in one domain, and a total sample size across studies o at least 350 students or 14 classrooms.

Otherwise, the rating is small.

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