Claims

Class-level initial background knowledge does not moderate effects on content reading comprehension

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · 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 interaction of class pretest content knowledge with treatment on content reading comprehension did not differ statistically from zero (p = .54), with no subgroup differences at other moderator values. → Jeanne Wanzek 2019

Evidence

Jeanne Wanzek 2019

Jeanne Wanzek, Greg Roberts, Sharon Vaughn, Elizabeth Swanson, and Katherine Sargent. (2019). Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding. Exceptional Children, 85(2). https://doi.org/10.1177/0014402918783187

q3 · i? · causal · r2

In the same latent moderated SEM analysis of the class-randomized trial, the moderating effect of pretest ASK content knowledge on treatment effects for ASK content reading comprehension (controlling for pretest comprehension) was tested. The interaction "does not differ statis- tically from 0 (p = .54)"; no effect size was printed for this model.

"The interaction term, γ04z.jxj, does not differ statis- tically from 0 (p = .54). Because PACT does not have a main effect on content reading comprehension (Vaughn et al., 2015), the absence of a moderating effect represents a less promising finding"

Discussion

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