Initial receptive vocabulary knowledge predicted response to universal Tier-1 vocabulary instruction for students receiving only classroom instruction¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The relationship between initial PPVT score and expressive target word learning was virtually identical in the control and reference groups, consistent with Matthew effects in response to Tier-1 instruction. → 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 · i? · associational · r2

Descriptive comparison of the control (n = 781) and reference (n = 741) groups, who received only Tier-1 instruction. The article reports the association between fall PPVT and target word outcomes is illustrated in Figure 1 for all three groups.

"Therefore, there appears to be a similar positive association between initial general vocabulary knowledge and response to universal, Tier-1 vocabulary instruction for all students in our study who received only whole-class instruction, consistent with Matthew effects."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Initial vocabulary knowledge moderated the Tier-2 intervention effect on target word learning, favoring students with higher initial PPVT scores — related
• 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
• Word attack gains from the Wilson Reading System were concentrated among students with high initial word attack or vocabulary scores and students not eligible for free/reduced lunch — 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
• Tier-2 small-group vocabulary intervention improved at-risk kindergartners' expressive target word learning compared to at-risk controls receiving Tier-1 instruction only — related