The amount of language growth children made during the preschool intervention year did not predict kindergarten outcomes and did not alter the moderated treatment effects¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? A fall-to-spring preschool language difference score was not a significant predictor in any model, and the pattern of moderated treatment effects was unchanged. → Johanson 2016

Evidence¶

Johanson 2016¶

Johanson, M., Justice, L. M., & Logan, J. (2016). Kindergarten Impacts of a Preschool Language-Focused Intervention. Applied Developmental Science, 20(2), 94-107. https://doi.org/10.1080/10888691.2015.1074050

q3 · i? · causal · r2

Secondary analysis using a simple difference score (spring minus fall preschool language composite) as a predictor in the HLM models; the article reports "This difference score was not a significant predictor in any model."

"This difference score was not a significant predictor in any model, and the pattern of significance for the moderated treatment effects discussed in the previous section did not change."

Discussion¶

Related Claims¶

• Fall oral vocabulary skills did not moderate TRI treatment effects for struggling English learners on any outcome — related
• Initial preschool language skill did not moderate the LLLI intervention effect on kindergarten expressive vocabulary — related
• Gains from the one-year intervention fade in kindergarten while gains from the two-year intervention are sustained — related