The comprehension advantage of the intervention group emerged only at the 12-week follow-up, suggesting a prolonged effect past the intervention¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No significant Checkpoints difference appeared in the first six weeks, but a difference emerged at the 12-week follow-up point. → Graham 2015

Evidence¶

Graham 2015¶

Graham, L., Graham, A., & West, C. (2015). From Research to Practice: The Effect of Multi-Component Vocabulary Instruction on Increasing Vocabulary and Comprehension Performance in Social Studies. International Electronic Journal of Elementary Education, 8(1), 147-160. https://eric.ed.gov/?id=EJ1078850

q3 · i? · causal · r2

Authors' interpretation of the three-administration Checkpoints data: posttest 2 means were 14.35 (experimental) vs 12.86 (control), with control scores falling slightly after intervention while experimental scores continued to improve. The article states this "may indicate that the effect of vocabulary instruction on improved comprehensi on performance may be prolonged past the duration of the intervention."

"It is interesting that no significant difference for the Checkpoints measure was observed in the first six weeks, but a difference did emerge at the 12 -week follow -up point."

Discussion¶

Related Claims¶

• In the first six weeks, comprehension gains on the Checkpoints measure did not differ significantly between intervention and comparison groups — related
• No significant instructional-group effects were detected at the six-month follow-up assessment — related