Initial vocabulary knowledge moderated the Tier-2 intervention effect on target word learning, favoring students with higher initial PPVT scores¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i2medium
Currency · newest study 2019 · 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 The Treatment × PPVT interaction was statistically significant for target word learning (γ3000 = 0.28), with effect sizes rising from g = 0.92 for students 5 points below the mean to g = 1.21 for students 5 points above the mean. → Coyne 2019
Evidence¶
Coyne 2019¶
Coyne, M. D., McCoach, D. B., Ware, S., Austin, C. R., Loftus-Rattan, S. M., & Baker, D. L. (2019). Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention. Exceptional Children, 85(2), 163–179. https://doi.org/10.1177/0014402918789162
q3 · i2 · causal · r3
Multilevel moderation analysis of the efficacy and replication studies using the cross-level interaction between group-mean-centered fall PPVT and treatment. The article reports the differential effect sizes at one SD below, at, and one SD above the mean fall PPVT score.
"Although the overall mean effect size for the impact of the intervention was 1.07, for students with fall PPVT scores 5 points below the mean, the effect size was .92; and for students with fall PPVT scores 5 points above the mean, the effect size was 1.21."
Discussion¶
Learner Variables¶
- Reading and Language — moderator: an instructional effect differs with it
- Vocabulary — moderator: an instructional effect differs with it
Related Claims¶
- Tier-2 intervention improved listening comprehension of passages containing taught vocabulary, but the effect was not significant for students with initial PPVT scores more than 7 points below the mean — related
- Tier-2 vocabulary intervention had no effect on standardized measures of overall vocabulary knowledge (posttest PPVT) — related
- Initial receptive vocabulary knowledge predicted response to universal Tier-1 vocabulary instruction for students receiving only classroom instruction — related
- Tier-2 intervention closed the target word learning gap between at-risk treatment students and not-at-risk reference students, but not the listening comprehension gap — related
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