Class-level initial reading achievement does not moderate effects on content reading comprehension¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i0negligible
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 i0 The interaction of the between-class part of general reading comprehension with treatment on content reading comprehension was nonsignificant (p = .708; ES = .006). → 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 · i0 · causal · r2
Model 4 of the latent moderated SEM analysis tested the moderating effect of Gates-MacGinitie reading achievement on treatment effects for ASK content reading comprehension, with pretest comprehension as latent covariate. The interaction was "nonsignificant (p = .708; ES = .006)" and follow-up tests at different moderator values were also nonsignificant.
"The interaction of the B part of general reading comprehension and treatment X is nonsignificant (p = .708; ES = .006), as were the follow-up tests at different values of the moderator."
Discussion¶
Learner Variables¶
- Prior Knowledge — moderator: an instructional effect differs with it
- Reading and Language — moderator: an instructional effect differs with it
Related Claims¶
- Class-level initial background knowledge does not moderate PACT's effect on social studies content knowledge acquisition — related
- Class-level initial background knowledge does not moderate effects on content reading comprehension — related
- Class-level initial reading achievement does not moderate PACT's effect on content knowledge acquisition — related
- The modified PACT treatment improved content-related reading comprehension (ES = .20) but not general standardized reading comprehension — related
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