The control group, continuing the regular preschool program, also showed significant pretest-to-posttest vocabulary gains¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2022: baselines and conditions change

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? Control group children improved significantly on both TIFALDI subtests from pretest to posttest under the regular Ministry of Education program. → Okyay 2017

Evidence¶

Okyay 2017¶

Okyay, O. & Kandir, A. (2017). Impact of the Interactive Story Reading Method on Receptive and Expressive Language Vocabulary of Children. European Journal of Educational Research, 6(3), 395-406. https://eric.ed.gov/?id=EJ1149725

q3 · i? · causal · r1

Wilcoxon analysis for the 26-child control group receiving the Ministry of Education's Preschool Education Program; receptive z= -4.284 and expressive z= -3.675, both p<0.05. The authors attribute control-group growth to effective Turkish language activities, drama, pre-literacy and mathematics activities, and out-of-school language exposure.

"a statistically significant difference is observed between the pre -test and post -test scores of the children in the control group, in the receptive language test (z= -4.284, p<0.05)"

Discussion¶

Learner Variables¶

Oral Language — outcome: instruction changes it
Vocabulary — outcome: instruction changes it

Page metadata

Field	Value
`status`	`review`
`generated`	by `process:wiki-ingest` on `2026-11-02`
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