Treatment preschoolers significantly improved Spanish receptive and expressive vocabulary and English receptive vocabulary from pre-test to post-test, with moderate effect sizes¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i2 medium
Currency · newest study 2016 · checked against its sources 2026-11-03 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i2 Treatment children's receptive vocabulary (RVK) rose significantly from pre-test to post-test in English (d = 0.63) and Spanish (d = 0.50), n = 34. → Baker 2016 q2 i2 Treatment children's expressive vocabulary (RNA) rose significantly in Spanish (d = 0.61, n = 31); the English change was not statistically significant. → Baker 2016

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 · i2 · causal · r1

Paired-samples t-tests of pre-test to post-test scores within the treatment group of the quasi-experimental Study 1 (34 children in the group): 34 complete pairs for the receptive measure (RVK) and 31 for the expressive measure (RNA), three children being excluded from the RNA analysis for absences. The article reports effect sizes (Cohen's d) of 0.63 in English and 0.50 in Spanish on the RVK (n = 34), and a significant Spanish RNA gain of 1.66 points with d = 0.61 (n = 31); the English RNA difference was not statistically significant (p = .662). This pre/post analysis has no comparison group, so it shows the gains, not that the intervention caused them.

"the results on the RVK at post-test were, on average, significantly higher than at pre-test by 2.02 points on the English version of the assessment (t(33) ¼/C0 3.47, p , .01), and 1.79 points on the Spanish version of the assessment ( t(33) ¼/C0 4.28, p , .01)."

Discussion¶

Learner Variables¶

• Oral Language — outcome: rose from pre-test to post-test in the treatment group (no comparison group in this analysis)
• Vocabulary — outcome: rose from pre-test to post-test in the treatment group (no comparison group in this analysis)

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
• 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) — related
• Dual language narrative intervention produced a large English vocabulary gain (d = .98) but only a small Spanish vocabulary gain (d = .34) — related