Claims

The inductive vocabulary intervention produced a significant overall effect on ITBS Vocabulary achievement in grades 3-5

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · checked against its sources 2026-11-02 (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? A 2-level HLM analysis found a significant cross-level Treatment x Grade interaction for ITBS Vocabulary, t(1348) = 1.99, p < .04, and a significant combined Treatment plus interaction effect, Chi-Square (2df) = 11.43, p < .0003. → Michael R. Vitale & Nancy R. Romance 2013

Evidence

Michael R. Vitale & Nancy R. Romance 2013

Michael R. Vitale & Nancy R. Romance. (2013). Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563063

q3 · i? · causal · r1

Quasi-experimental school-wide study with HLM 7 analyses of ITBS Vocabulary pre-post scores, students nested in classrooms, with minority status, free/reduced lunch, grade and prior ITBS as covariates. The follow-up General Linear Hypothesis test was "significant, Chi-Square (2df) = 11.43, p < .0003". No effect size was printed.

"The result of this follow-up analysis was significant, Chi-Square (2df) = 11.43, p < .0003 and confirmed the overall impact of the intervention on student ITBS Vocabulary achievement."

Discussion

Learner Variables

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