Study: 89428

Practice Guide

Review Details

Reviewed: November 2021

No statistically significant positive
findings

Meets WWC standards with reservations

For:

Practice Guide (findings for SpellRead PAT plus Corrective Reading plus Wilson Reading)

Using:

Rating:

Meets WWC standards with reservations because it is a compromised randomized controlled trial, but the analytic intervention and comparison groups satisfy the baseline equivalence requirement.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

Passage reading fluency-oral outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Oral Reading Fluency Subtest: AIMSweb	SpellRead PAT plus Corrective Reading plus Wilson Reading vs. Business as usual	0 Days	Full sample; 281 students	98.90	96.10	No	--

Reading Comprehension outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index	Evidence tier
Woodcock Reading Mastery Test–Revised (WRMT-R) Passage Comprehension subtest	SpellRead PAT plus Corrective Reading plus Wilson Reading vs. Business as usual	0 Days	Full sample; 281 students	92.20	90.60	No	--
Group Reading Assessment and Diagnostic Evaluation (GRADE): Passage Comprehension subtest	SpellRead PAT plus Corrective Reading plus Wilson Reading vs. Business as usual	0 Days	Full sample; 281 students	92.60	92.30	No	--

Word and pseudoword reading outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Word Attack Subtest: Woodcock Reading Mastery Test-Revised	SpellRead PAT plus Corrective Reading plus Wilson Reading vs. Business as usual	Full sample; 281 students	99.40	95.50	No	--
Test of Word Reading Efficiency (TOWRE)- Phonemic Decoding Efficiency subtest	SpellRead PAT plus Corrective Reading plus Wilson Reading vs. Business as usual	Full sample; 281 students	88.80	87.30	No	--
Test of Word Reading Efficiency (TOWRE)- Sight Word Efficiency subtest	SpellRead PAT plus Corrective Reading plus Wilson Reading vs. Business as usual	Full sample; 281 students	90.00	88.70	No	--
Word Identification Subtest: Woodcock Reading Master Tests - Revised	SpellRead PAT plus Corrective Reading plus Wilson Reading vs. Business as usual	Full sample; 281 students	92.40	91.50	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 43%
Male: 57%
Suburban
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Pennsylvania

Race
Black		28%
White		72%

Study Details

Setting

The study was conducted in 50 elementary schools located within 27 school districts outside of Pittsburgh, Pennsylvania.

Study sample

The sample was in fifth grade. The study sample was 28 percent Black and 72 percent White. Fifty-seven percent of the sample was male and 43 percent of the sample was female. Thirty-one percent of the sample had been diagnosed with a specific learning disability. Forty-six percent of the sample was eligible for free or reduced-price lunch.

Intervention Group

The study examined the effectiveness of a reading intervention for students struggling with reading. In this review, the intervention condition combines three intervention groups from the study: Spell Read Phonological Auditory Training (P.A.T.); Corrective Reading (decoding strand only); and Wilson Reading System® (word-level components only). Spell Read P.A.T. is a three-phased, explicit instruction program consisting of 140 sequential lessons. The program focuses on building phonemic awareness and phonics skills, and incorporates spelling into reading instruction. The Corrective Reading (decoding strand only) program consists of scripted lessons that provide instruction in word decoding and reading fluency. The Wilson Reading System® (word-level components only) is a 12-step program based on the Orton-Gillingham method that utilizes 10 principles on instruction and direct, multisensory teaching emphasizing word study, spelling, and fluency. The comprehension and vocabulary components of the Wilson Reading System® were excluded for the purposes of the study. Across all interventions, students met in small groups of three with a teacher for 50 minutes a day, 5 days a week, from the first week of November through the first weeks of May.

Comparison Group

Students in the comparison condition received typical reading instruction and interventions provided by their schools.

Support for implementation

Intervention teachers participated in approximately 70 hours of professional development.

National Assessment of Title I: Interim Report. Volume II: Closing the Reading Gap: First Year Findings from a Randomized Trial of Four Reading Interventions for Striving Readers. NCEE 2006-4002 [SpellRead PAT plus Corrective Reading plus Wilson Reading vs. business as usual]