Integrated instruction did not significantly improve standardized vocabulary outcomes¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2021 · 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 i? The effect on standardized vocabulary measures was not statistically significant (g = 0.64, p = .42), while researcher-developed vocabulary measures showed a large significant effect (g = 0.86). → HyeJin Hwang 2021
Evidence¶
HyeJin Hwang 2021¶
HyeJin Hwang, Sonia Q. Cabell & Rachel E. Joyner (2021). Effects of Integrated Literacy and Content-area Instruction on Vocabulary and Comprehension in the Elementary Years: A Meta-analysis. Scientific Studies of Reading. https://doi.org/10.1080/10888438.2021.1954005
q3 · i? · quant-synthesis · r2
Meta-analysis of measure-type subgroups for vocabulary. The standardized-measure effect (n = 5) was not significant, whereas researcher-developed measures (n = 31) showed "g = 0.86", significant at p < .01. No effect size beyond g is printed for the null; equivalence was not tested.
"the effect size for standardized vocabulary measures was not statistically significant (n = 5, g = 0.64, CI = [−1.59, 2.88], p = .42). On the other hand, a large and significant overall effect size was observed for researcher- developed vocabulary measures (n = 31, g = 0.86, CI = [.33, 1.38], p < .01)"
Discussion¶
Related Claims¶
- Integrated literacy and content-area instruction significantly improves comprehension, including on standardized measures (g = 0.40 overall; g = 0.25 standardized) — related
- Integrated instruction significantly improves content knowledge of taught science and social studies material (g = 0.89), but not on standardized knowledge measures — related
- Language and early writing interventions showed larger effects on researcher-developed than standardized outcome measures, while phonological awareness, print knowledge, and decoding effects were comparable across measure types — a broader claim this one bears on
- Integrated literacy and content-area instruction significantly improves vocabulary in the elementary years (g = 0.91) — related
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