Claims

Children receiving the home plus preschool LINK intervention outperformed preschool-only children on Spanish vocabulary gains (d = 0.91 RNA; d = 0.79 RVK)

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2016 · 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.

q2 i3 Spanish RNA gain scores favored the home plus preschool group over the preschool-only group (d = 0.91). → Baker 2016 q2 i2 Spanish RVK gain scores favored the home plus preschool group (d = 0.79); English comparisons were not significant. → Baker 2016

Evidence

Baker 2016

Baker, D. L., Mogna, V., Rodriguez, S., Farmer, D., & Yovanoff, P. (2016). Building the Oral Language of Young Hispanic Children Through Interactive Read Alouds and Vocabulary Games at Preschool and at Home. Journal of International Special Needs Education, 19(2), 81-94. https://eric.ed.gov/?id=EJ1195411

q2 · i3 · causal · r1

Gain-score comparison within the treatment group of Study 1 between 6 children in the home plus preschool condition and 25 children in the preschool-only condition. The article reports d = 0.91 on Spanish RNA and d = 0.79 on Spanish RVK, both significant; English RNA and RVK gain comparisons were not significant.

"Differences on the Spanish RNA were 1.39 points, favoring the home plus preschool intervention group ( d ¼ 0.91). Differences on the Spanish RVK were 2.39 points favoring the home plus preschool intervention ( d ¼ 0.79)."

Discussion

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