English learners scored lower than non-ELs on content knowledge and content reading comprehension in comparison classrooms¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i2medium
Currency · newest study 2017 · not yet checked against its sources · 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 i2 ELs in comparison classrooms with 10% ELs scored 2.65 points lower than non-ELs on the ASK (ES = −.31). → Vaughn 2017
Evidence¶
Vaughn 2017¶
Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069
q3 · i2 · causal · r3
Main effect of EL status from the three-level regression on ASK posttest scores in the class-randomized RCT: coefficient −2.65, p < .001, printed effect size ES = −.31. A parallel MASK effect (−1.26, ES = −.26) was also significant.
"The effect of EL status (/H9253200 /H11005/H110022.65, p /H11021 .001, ES /H11005/H11002.31) means that ELs in comparison classrooms with 10% ELs scored 2.65 points lower than non-ELs in the same comparison classroom."
Discussion¶
Related Claims¶
- The proportion of English learners in a class moderated the PACT effect on content knowledge acquisition, with EL/non-EL differences widening as class EL prevalence increased — related
- Higher proportions of English learners in a class were associated with lower content reading comprehension and general reading comprehension scores — related
- English learners lag behind their peers in achievement and attainment; limited exposure to academic content is offered as a partial explanation, not tested — 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
- The three-way interaction on content-related reading comprehension (MASK) was not statistically significant — related
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