Direct instruction training improved 5th graders' task-model construction (question analysis) relative to an active control¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The experimental group significantly outperformed the control group on the Task model task at post-test, with Cohen's d = .93. → Potocki 2023

Evidence¶

Potocki 2023¶

Potocki, A., Ayroles, J., & Rouet, J.-F. (2023). A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills. Learning and Instruction, 86, 101781. https://doi.org/10.1016/j.learninstruc.2023.101781

q3 · i3 · causal · r2

Mixed model analysis of the quasi-experimental pre/post design (experimental n = 89, control n = 56 analyzed after attrition) on the Task model component task. The Time*Group interaction was significant, with a post-test difference of "Cohen’s d = .93"; the experimental group also improved pre-to-post (d = .91) while the control did not.

"a significant Time * Group interaction was observed (F(1, 131.85) = 24.89, p ˂. 001). Post-hoc analyses did not reveal any significant difference between the experimental and control groups at pre-test (t(136) = .34, p = .74) but a significant difference at post-test (t(134) = -5.32, p < .001, Cohen’s d = .93)."

Discussion¶

Related Claims¶

• Training improved 5th graders' answer construction and evaluation within the experimental group, but not significantly relative to controls at post-test — related
• The intervention did not improve 5th graders' extract-and-integrate performance — related
• The intervention did not significantly improve performance on the integrated, unguided purposeful reading task — related