The inductive vocabulary intervention transferred to ITBS Reading comprehension achievement¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A parallel HLM analysis with ITBS Reading as outcome found significant Treatment main effect, t(66) = -2.95, p < .01, and Treatment x Grade interaction, t(1431) = 2.99, p < .003, with a significant combined effect, Chi-Square (2df) = 11.90, p < .003. → 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

Parallel 2-level HLM analysis of ITBS Reading pre-post scores in the same quasi-experimental design. The combined Treatment and Treatment x Grade follow-up test was "significant, Chi-Square (2df) = 11.90, p < .003". No effect size was printed.

"The result of this follow-up analysis was significant, Chi-Square (2df) = 11.90, p < .003, confirming the impact of the Vocabulary Intervention on student ITBS Reading achievement."

Discussion¶

Related Claims¶

• The inductive vocabulary intervention produced a significant overall effect on ITBS Vocabulary achievement in grades 3-5 — related
• The intervention's advantage over control grew with grade level, though control students outperformed experimental students in grade 3 Reading — related