Claims

The KITS intervention has a significant indirect effect on kindergarten teacher-rated literacy through its effect on pre-kindergarten literacy skills (β = .09).

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · 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? Improving pre-kindergarten literacy before school entry carries the intervention effect forward to better teacher-rated reading and writing skills in the fall of kindergarten. → Pears 2016

Evidence

Pears 2016

Pears, K. C., Kim, H. K., Fisher, P., & Yoerger, K. (2016). Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays. Journal of School Psychology, 57, 15-27. https://doi.org/10.1016/j.jsp.2016.05.004

q3 · i? · causal · r2

SEM indirect-path test using the MODEL INDIRECT function in Mplus, with kindergarten literacy measured by teacher ratings on the CELF-P Pre-Literacy Rating Scale at T3. The article reports "a significant effect (β = .09, z = 3.06, p < .01)"; only teacher data were available at T3.

"To test the hypothesis that the intervention has indirect effects on kindergarten literacy skills, the significance of the path from the intervention to kindergarten literacy through T2 pre-kindergarten literacy was tested. This was a significant effect (β = .09, z = 3.06, p < .01)."

Discussion

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