Ability group (AA, LA, LD) did not significantly moderate the intervention effect¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2017 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Interactions between experimental condition and ability group were not significant, which the authors read as AA students not responding differently to the intervention than LA students or those with LD. → Krawec 2017

Evidence¶

Krawec 2017¶

Krawec, J., & Huang, J. (2017). Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities. Journal of Learning Disabilities, 50(4), 468–480. https://doi.org/10.1177/0022219416645565

q2 · i? · causal · r2

A second growth model added condition × ability interaction terms (LA vs. AA and LD vs. AA) to test whether ability group moderated the intervention effect. The article states in prose that the interactions were not significant but prints no estimates or p values for them; Table 4's LA vs. AA and LD vs. AA rows are the ability-group main-effect terms, not the interactions. Non-significant interactions do not show that the effect was the same across groups; equivalence was not tested.

"The results showed the interactions between experimental condition and ability group were not significant, indicating that ability group had no significant impact on the intervention effect."

Discussion¶

Learner Variables¶

• Learning Disabilities and Developmental Differences — moderator: an instructional effect differs with it

Related Claims¶

• Students with a learning disability started about one standard deviation lower in reading comprehension and did not catch up to typically developing peers by fourth grade, which the authors interpret as a developmental deficit — related