An audio-visual intervention program produces significantly higher post-test language development, listening comprehension and vocabulary in preschool children than no treatment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Preschool children exposed to the audio-visual intervention program scored significantly higher than control children on listening comprehension, vocabulary and language development total at post-test (t = 12.69, 16.41 and 16.42, significant beyond 0.01). → 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 comparison of an experimental group (mean 100.50 on language development total) and control group (mean 54.16), each of 50 children from one Delhi preschool, using the investigator-developed Language Development Test. The t-ratios were "12.69, 16.41 and 16.42" for listening comprehension, vocabulary and total.

"The t-ratio between the groups comes out to be 12.69, 16.41 and 16.42. It is significant beyond 0.01 as well as 0.05 level of significance. It indicates that the preschool children of the two groups differ significantly on language development in general."

Discussion¶

Related Claims¶

• The audio-visual intervention program affects language development similarly across high, middle and low socio-economic status levels — related
• The experimental group's language development total scores rise significantly from pre-test to post-test after the audio-visual intervention — a narrower finding that bears on this claim
• Experimental and control groups did not differ significantly on the listening pretest — a narrower finding that bears on this claim
• Audio-visual listening tasks produce higher oral accuracy than audio-only listening tasks for intermediate Iranian EFL learners — related
• Before treatment, the experimental and control groups showed no significant difference in overall language proficiency — related
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• Keyword captions significantly improved EFL learners' general listening comprehension from pre-test to post-test — related
• Viewing instructional videos improves EFL learners' language proficiency regardless of whether captions are present. — related