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. Author manuscript; available in PMC: 2012 Jan 1.
Published in final edited form as: J Res Educ Eff. 2011;4(2):154–172. doi: 10.1080/19345747.2011.555294

Table 5.

Comparison Group Reading Gains

Test Comparison Group
Mean Gain a
(n=88)		 Difference b
Comparison
minus
Treatment		 Difference c
Comparison
minus
Control
Decoding
    WJ-R Word Attack 0.25 −0.10 0.09
    Letter-Sound Survey 0.10 −0.19 −0.16
    TOWRE Phonemic Decoding −0.09 −0.14 −0.08
Spelling
    WRAT-3 Word Spelling 0.12 −0.03 0.08
    Study Spelling Test 0.05 −0.11 −0.04
Word Recognition
    WRAT-3 Word Reading 0.21 −0.22 −0.11
    WJ Letter-Word Identification −0.09 −0.20 −0.18
Comprehension and Vocabulary
    Nelson Word Meaning 0.22 0.14 −0.09
    Nelson Reading Comprehension 0.07 −0.06 −0.10
Fluency
    TOWRE Sight Word Efficiency −0.08 −0.15 −0.05
    Passage Reading Test −0.03 −0.08 −0.09
a

Mean gains are the model-adjusted pre-test to post-test gains expressed in effect size units (i.e. the dependent measures (reading assessment gain scores) were standardized prior to analysis by dividing each score by the pooled pre-test standard deviation of the reading assessment score). All models included as covariates the pre-test score and an indicator for whether the learner was born and educated outside of the United States.

b

The differences (comparison group mean gain minus treatment group mean gain) are expressed in standardized effect size units. None of the differences were statistically significant.

c

The differences (comparison group mean gain minus control group mean gain) are expressed in standardized effect size units. None of the differences were statistically significant.