I notice that the study you cite is measuring effectiveness in reading interventions. Obviously, that's where the data is coming from because we don't carefully track readers who learn successfully at a much earlier age.
However, I wonder if the ideal pedagogy would be different for younger students (maybe pre-K to 1st) who have less knowledge and smaller vocabularies? It's a bit tricky because a lot of the students who need intervention probably need remedial instruction in other areas too, but some of them may have been good students who struggled with reading.
However, I wonder if the ideal pedagogy would be different for younger students (maybe pre-K to 1st) who have less knowledge and smaller vocabularies? It's a bit tricky because a lot of the students who need intervention probably need remedial instruction in other areas too, but some of them may have been good students who struggled with reading.