Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: A step toward aptitude-by-treatment interaction

Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conducted a component analysis of the program’s decoding/fluency and reading comprehension dimensions (DF and COMP), creating DF and DF+COMP treatments to parse the value of COMP. Students (N = 125) were randomly assigned to the two active treatments and controls. Treatment children were tutored three times per week for 21 weeks in 45-min sessions. Children in DF and DF+COMP together performed more strongly than controls on word reading and comprehension. However, pretreatment word reading appeared to moderate these results such that children with weaker beginning word reading across the treatments outperformed similarly low-performing controls to a significantly greater extent than treatment children with stronger beginning word reading outperformed comparable controls. DF+COMP children did not perform better than DF children. Study limitations and implications for research and practice are discussed.
Authors citation
Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton, S., ... & Compton, D. L.
Publication
Exceptional children
Year of Study
2019
Subject
Literacy
Program Evaluated
Reading comprehension program
Tutor Type
Paraprofessional
Duration
21 weeks
Sample size
84
Grade Level(s)
1st Grade
Student-Tutor Ratio
1
Effect Size
0.71
Study Design
Randomized Controlled Trial
Fuchs, D., Kearns, D. M., Fuchs, L. S., Elleman, A. M., Gilbert, J. K., Patton, S., ... & Compton, D. L. (2019). Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: A step toward aptitude-by-treatment interaction. Exceptional children