Higher proportions of English learners in a class were associated with lower content reading comprehension and general reading comprehension scores¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On the MASK, scores for non-ELs in comparison classes decreased by .06 points for each additional percentage point of Class % of ELs (p < .001). → Vaughn 2017 q3 i? On the Gates–MacGinitie, only the main effect of Class % of ELs was significant and negative (coefficient −.10, p < .01). → Vaughn 2017 (2)

Evidence¶

Vaughn 2017¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r2

Main effect of Class % of ELs from the multilevel model on MASK posttest scores in the class-randomized RCT: coefficient −.06, p < .001. No standardized effect size is printed for this coefficient, so impact is null.

"the significant effect for Class % of ELs (/H9253020 /H11005/H11002.06, p /H11021.001) indicates that MASK scores for non-ELs in comparison classes decrease by .06 points for each additional percentage point on Class % of ELs ."

Vaughn 2017 (2)¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r2

Main effect of Class % of ELs from the multilevel model on the Gates–MacGinitie subtest in the same RCT: coefficient −.10, p < .01, described as significant and negative. No standardized effect size is printed, so impact is null.

"On the Gates–MacGinitie test, only the main effect of Class % of ELs (/H9253020 /H11005/H11002.10, p /H11021.01) is significant and negative, similar to the trend on the MASK."

Discussion¶

Related Claims¶

• English learners scored lower than non-ELs on content knowledge and content reading comprehension in comparison classrooms — related
• The proportion of English learners in a class moderated the PACT effect on content knowledge acquisition, with EL/non-EL differences widening as class EL prevalence increased — related
• The three-way interaction on content-related reading comprehension (MASK) was not statistically significant — related