Grade 1 vocabulary carried the significant mediated pathway, while treatment showed no significant direct path to Grade 2 vocabulary¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The path from treatment to Grade 1 vocabulary (β = 0.673) and from Grade 1 vocabulary to comprehension (β = 0.186) were significant; the direct path from treatment to Grade 2 vocabulary was not (β = −0.107, p = .111). → Mosher 2024

Evidence¶

Mosher 2024¶

Mosher, D. M., Burkhauser, M. A., & Kim, J. S. (2024). Improving second-grade reading comprehension through a sustained content literacy intervention: A mixed-methods study examining the mediating role of domain-specific vocabulary. Journal of Educational Psychology, 116(4), 550–568. https://doi.org/10.1037/edu0000868

q3 · i? · causal · r2

SEM paths in the partial mediation model (N = 2,156). The article reports the significant treatment-to-Grade-1-vocabulary path and Grade-1-to-comprehension path, and "no significant direct path from treatment to Grade 2 vocabulary."

"as indicated by the significant direct path from treatment to Grade 1 vocabulary (𝑏𝑏 = 1.040, 𝑆𝑆𝑆𝑆 = 0.098, 𝑝𝑝 < .001, 𝛽𝛽 = 0.673) and Grade 1 vocabulary to domain-specific reading comprehension (𝑏𝑏 = 0.217, 𝑆𝑆𝑆𝑆 = 0.051, 𝑝𝑝 < .001, 𝛽𝛽 = 0.186). Unsurprisingly, there was no significant direct path from treatment to Grade 2 vocabulary (𝑏𝑏 = −0.137, 𝑆𝑆𝑆𝑆 = 0.086, 𝑝𝑝 = .111, 𝛽𝛽 = −0.107)."

Discussion¶

Learner Variables¶

• Vocabulary — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The treatment effect on domain-specific reading comprehension was indirect-only: the direct path from treatment to comprehension was not significant — related
• Grade 1 and Grade 2 domain-specific vocabulary knowledge explained 69% of the MORE intervention's treatment effect on Grade 2 domain-specific reading comprehension — related