The posttest advantage of literacy-based instruction persisted two weeks later on the delayed posttest (d = .51)¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 The experimental group outscored the control group on the delayed posttest by 8.59 points, statistically significant (t(114) = 2.93, p = .03), with a medium effect size (d = .51 per the abstract). → Ramirez 2013

Evidence¶

Ramirez 2013¶

Ramirez, H., & Jones, D. (2013). Effects of reading strategies and the writing process with written recasts on second language achievement. Administrative Issues Journal: Education, Practice, and Research, 3(1). https://doi.org/10.5929/2013.3.1.7

q2 · i2 · causal · r2

Independent-samples t test on delayed posttest scores administered two weeks after the posttest in the same 116-student middle-school Spanish study; the printed difference of 8.59 points was "statistically significant (t(114) = 2.93, p = .03)". The abstract reports d = .51 for this contrast.

"Likewise, the difference of 8.59 points in favor of the experimental group on the delayed posttest was also statistically significant (t(114) = 2.93, p = .03)."

Discussion¶

Related Claims¶

• Literacy-based teaching methods produced significantly higher posttest grammar and vocabulary scores than normal instruction in beginning Spanish classes — related
• Multimedia glosses improve EFL students' vocabulary retention two weeks after treatment relative to no glosses — related