In the first six weeks, comprehension gains on the Checkpoints measure did not differ significantly between intervention and comparison groups¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · 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.
q3 i? The mean pre-to-posttest 1 difference on the Checkpoints comprehension measure was similar across groups and not statistically significant. → Graham 2015
Evidence¶
Graham 2015¶
Graham, L., Graham, A., & West, C. (2015). From Research to Practice: The Effect of Multi-Component Vocabulary Instruction on Increasing Vocabulary and Comprehension Performance in Social Studies. International Electronic Journal of Elementary Education, 8(1), 147-160. https://eric.ed.gov/?id=EJ1078850
q3 · i? · causal · r2
Difference score analysis on the 20-item multiple-choice Checkpoints comprehension test (mean differences 2.75 experimental vs 2.36 control, p = 0.263) found no significant group difference in the first six weeks. The authors attribute this to higher Checkpoints pretest scores leaving "less room for improvement as compared to the CBM te st."
"The mean difference on the Checkpoints measure was very similar between the two groups, and was not statistically significant."
Discussion¶
Related Claims¶
- The comprehension advantage of the intervention group emerged only at the 12-week follow-up, suggesting a prolonged effect past the intervention — related
- Post-test comprehension scores did not differ significantly between the strategy-instruction and skill-based groups despite a higher experimental mean — related
- Achievement gains from educational games-based iPad applications were retained on a delayed test four to six weeks after the post-test, with significant delayed-test differences favoring the experimental group — related
- Fourth graders receiving multi-component social studies vocabulary instruction made significantly greater vocabulary gains on a curriculum-based measure than comparison peers — related
- No significant difference between inquiry-based and subject matter groups on the first unit posttest — related
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