The audio-visual intervention program affects language development similarly across high, middle and low socio-economic status levels¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Post-test listening comprehension, vocabulary and language development total scores of high, middle and low SES children in the experimental group did not differ significantly on any pairwise comparison (t-ratios 0.19–0.77, all n.s. at 0.05). → Roul 2014
Evidence¶
Roul 2014¶
Sushanta Kumar Roul. (2014). Language Development of the Preschool Children: The Effects of an Audio-Visual Intervention Program in Delhi. International Journal of Instruction, 7(1). https://eric.ed.gov/?id=EJ1085265
q2 · i? · causal · r1
Post-test pairwise comparisons among high, middle and low SES subgroups of the 50-child experimental group on all three language measures. For example, high vs low SES total means were 97.64 and 100.7 with t = 0.37; the hypothesis of differential SES effects was rejected.
"None of the t -ratios is significant even at 0.05 level. It shows that the children of high and low SES exposed to the audio -visual intervention program do not differ significantly on language development and it's both dimensions."
Discussion¶
Related Claims¶
- An audio-visual intervention program produces significantly higher post-test language development, listening comprehension and vocabulary in preschool children than no treatment — related
- The experimental group's language development total scores rise significantly from pre-test to post-test after the audio-visual intervention — related
- SES is indirectly associated with listening comprehension through vocabulary, and has a significant total indirect effect on RCR — reports the opposite
- The three-way interaction of gender, socio-economic status, and treatment is statistically significant for mathematics achievement — related
- The interaction between socio-economic status and treatment is statistically significant for mathematics achievement — related
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