Class-level initial reading achievement does not moderate PACT's effect on content knowledge acquisition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 The interaction of treatment with pretest Gates-MacGinitie reading comprehension on posttest content knowledge was nonsignificant (γ04z.jxj = .072; p = .17), with a negligible conditional effect size of .002. → 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 3 of the latent moderated SEM analysis tested whether class-level Gates-MacGinitie reading comprehension moderated PACT's effect on ASK content knowledge, controlling for pretest content knowledge. The interaction was ".072; p = .17"; the article reports the standardized difference in conditional posttest means was .002 and the effect was constant across moderator values.

"Accordingly, the interaction of treatment and the pretest Gates-MacGinitie (γ04z.jxj = .072; p = .17) rep- resents the moderating effect of general read- ing comprehension on posttest content knowledge when controlling for pretreatment levels of content knowledge."

Discussion¶

Learner Variables¶

• Prior Knowledge — 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 reading achievement does not moderate effects on content reading comprehension — related
• Class-level initial background knowledge does not moderate effects on content reading comprehension — related
• Teachers implemented the PACT components with generally high fidelity, and PACT elements appeared only at low rates in comparison classrooms — related
• The modified PACT treatment improved eighth-grade students' social studies content knowledge acquisition relative to business-as-usual comparison classes (ES = .40) — related
• The modified PACT treatment improved content-related reading comprehension (ES = .20) but not general standardized reading comprehension — related
• Classroom prior achievement moderates the treatment-implementation relationship: implementation gaps between high- and low-achieving classrooms appear only in the CS condition — related