Abstract
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Participants were assessed on measures of word reading and reading comprehension for pretest and reading comprehension only for posttest. Findings revealed no statistically significant differences with word-level fluency modeled as a continuous variable between treatment and control on reading comprehension. Regardless of assignment to condition, higher word-level fluency scores predicted higher posttest outcomes on years 1 and 2 reading comprehension scores.
Highlights
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes
There was no evidence of statistically significant interactions between the intervention assignment (BAU and treatment) and year 1 pretest word-level fluency scores on year 1 posttest reading comprehension ( = − 0.07, p = 0.884) and year 2 posttest reading comprehension ( = 0.29, p = 0.579), though an examination of regression coefficients for business as usual (BAU) and treatment students suggested differences in the magnitude of the relations between word-level fluency and reading comprehension in the two groups
Looking at the year 1 posttest reading comprehension, for BAU students, the relation of word-level fluency with reading comprehension was equal to 0.36 while for the treatment students, this relation was equal to 0.28
Summary
The purpose of this post hoc analysis was to analyze if pre-intervention word reading skills contributed to intervention response on reading comprehension outcomes. High school students with reading difficulties were randomized to a business as usual (BaU) or treatment condition that provided 2 years of an intensive, multicomponent word reading and reading comprehension intervention. Regardless of assignment to condition, higher word-level fluency scores predicted higher posttest outcomes on years 1 and 2 reading comprehension scores. Hock et al (2009) examined the reading achievement of 345 students in grades 8 and 9, and found that struggling readers (i.e., who scored below the 40th percentile on the Kansas Reading Assessment) had significantly lower mean standard scores than proficient readers on measures of word reading accuracy, reading fluency, vocabulary, and language comprehension (Hock et al, 2009). Fifty-one percent of the participants with comprehension difficulties (i.e., struggling comprehenders and low average comprehenders) had moderate or severe global weaknesses, which meant they scored at least one standard deviation below the mean on all measures of reading achievement (Brasseur-Hock et al, 2011)
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