Effects of linguistic comprehension instruction differ by outcome domain: small for vocabulary and grammar, moderate for narrative and listening comprehension¶
Claim · All claims
Evidence · 1 study · quant-synthesisr?·q3
Currency · newest study 2019 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · 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 i? Differential language outcome analyses show small effects on vocabulary and grammatical knowledge and moderate effects on narrative and listening comprehension. → Rogde K 2019
Evidence¶
Rogde K 2019¶
Rogde K, Hagen ÅM, Melby‐Lervåg M, Lervåg A. (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1059
q3 · i? · quant-synthesis · r?
Meta-analysis of the 43 included studies comparing effect sizes across language outcome domains. The review reports "small effects on vocabulary and grammatical knowledge" and "moderate effects on narrative and listening comprehension"; no numeric effect sizes for these domain contrasts are printed in the available text.
"Analysis of differential language outcomes shows small effects on vocabulary and grammatical knowledge and moderate effects on narrative and listening comprehension."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
- Oral Language — outcome: instruction changes it
- Syntax — outcome: instruction changes it
Related Claims¶
- Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
- A 1999 conference paper reports, citing Ellis and LaPorte (1997), that instruction has little or no effect on the route of L2 acquisition — related
- Successes of form-focused manipulation of input in adult L2 are illusory with respect to linguistic competence, affecting only performance — related
- A 1982 bilingual-education teacher-training packet (teacher edition) asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective teaching devices — related
- Linguistic comprehension instruction shows no clear immediate effect on generalized reading comprehension outcomes — related
- Linguistic comprehension instruction shows a small immediate effect on generalized linguistic comprehension outcomes — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
differential-language-outcomes-small-vocabulary-grammar-moderate-narrative-listening |
title |
Effects of linguistic comprehension instruction differ by outcome domain: small for vocabulary and grammar, moderate for narrative and listening comprehension |
description |
Effects of linguistic comprehension instruction differ by outcome domain: small for vocabulary and grammar, moderate for narrative and listening comprehension |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-16 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rogde-k-2019 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.