Non-LEP students outperformed LEP-designated students on oral language, reading comprehension, and decoding fluency factors with large effect sizes in grades 5 and 7¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 After correction for multiple testing, t tests on estimated factor scores showed large Hedges' g advantages for non-LEP students on all factors in both grades (e.g., oral language g = 1.28 in fifth grade). → Foorman Barbara R. 2015

Evidence¶

Foorman Barbara R. 2015¶

Foorman Barbara R., Koon Sharon, Petscher Yaacov, Mitchell Alison, Truckenmiller Adrea. (2015). Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th–10th Grades. Journal of Educational Psychology. https://doi.org/10.1037/edu0000026

q2 · i3 · associational · r2

Exploratory t tests on estimated factor scores compared students with and without LEP designation in fifth and seventh grades after a linear step-up correction; the article reports "Large effect sizes using Hedge's g" favoring non-LEP students, e.g., oral language g = 1.28 and reading comprehension g = 1.10 in fifth grade.

"Large effect sizes using Hedge's g were observed favoring the nonLEP students in both grades on all factors: a) for oral language in fifth grade, t(318) = 9.14, p < .001 (g = 1.28)"

Discussion¶

Learner Variables¶

• Oral Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• A general oral language factor comprising syntax and vocabulary indicators significantly predicts reading comprehension in all grades 4–10, in models whose latent factors together account for 72%–99% of its variance — related
• Decoding fluency did not uniquely predict reading comprehension in any grade 4–10, though it correlated moderately with comprehension (.47–.74) — related