In a single-case study, home-only LINK improved all four children's Spanish expressive vocabulary, with larger effects at maintenance (overall 0.76 baseline-to-intervention; 0.87 baseline-to-maintenance)¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Three children improved significantly on the RNA from baseline to intervention (Tau-U 0.82 to 1); the fourth improved significantly only by maintenance. → Baker 2016 q2 i? Receptive vocabulary gains were smaller than expressive gains for three of four children; Maria was the exception (Tau-U = 0.89). → Baker 2016 (2)

Evidence¶

Baker 2016¶

Baker, D. L., Mogna, V., Rodriguez, S., Farmer, D., & Yovanoff, P. (2016). Building the Oral Language of Young Hispanic Children Through Interactive Read Alouds and Vocabulary Games at Preschool and at Home. Journal of International Special Needs Education, 19(2), 81-94. https://eric.ed.gov/?id=EJ1195411

q2 · i? · causal · r1

Replicated single-case design with four mother-child dyads; visual analysis plus Tau-U statistics computed with a web-based calculator. The article reports Tau-U ranged from 0.82 to 1, p , .01 for three children and Tau-U = 0.40 (ns) then 0.76 (p , .05) for Roberto; no standardised effect size is printed, so impact is coded i? (no magnitude reported; not a null effect).

"The overall effect size taking all the data between baseline and intervention for the four young ELs was 0.76 and between baseline and maintenance was 0.87. The larger effect size between baseline and maintenance than between baseline and intervention suggests that young ELs continued to increase their expressive vocabulary even after the intervention ended."

Baker 2016 (2)¶

Baker, D. L., Mogna, V., Rodriguez, S., Farmer, D., & Yovanoff, P. (2016). Building the Oral Language of Young Hispanic Children Through Interactive Read Alouds and Vocabulary Games at Preschool and at Home. Journal of International Special Needs Education, 19(2), 81-94. https://eric.ed.gov/?id=EJ1195411

q2 · i? · causal · r1

Single-case receptive vocabulary (RVK) analysis in Study 2 across three measurement phases with alternate forms. The article reports Tau-U = 0.50 for three children and notes the exception was the student Maria with Tau-U = 0.89 from baseline to intervention; no standardised effect size is printed.

"Results from the receptive vocabulary assessment as illustrated in Figure 2, indicate that Roberto, Juanita, and Cris made less gains on their receptive vocabulary knowledge ( Tau-U ¼ 0.50; p , .01) compared to gains on their expressive vocabulary knowledge between baseline and intervention."

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Children receiving the home plus preschool LINK intervention outperformed preschool-only children on Spanish vocabulary gains (d = 0.91 RNA; d = 0.79 RVK) — related
• Treatment preschoolers significantly improved Spanish receptive and expressive vocabulary and English receptive vocabulary from pre-test to post-test, with moderate effect sizes — related