Literacy-based teaching methods produced significantly higher posttest grammar and vocabulary scores than normal instruction in beginning Spanish classes¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 The experimental group outscored the control group on the posttest by 7.11 points, a statistically significant difference (t(114) = 2.09, p = .04, d = .36). → 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 · i1 · causal · r2

Independent-samples t test comparing an experimental group (n = 52) receiving literacy-based teaching methods with a control group (n = 64) in beginning middle-school Spanish; the printed posttest difference of 7.11 points was "statistically significant ( t(114) = 2.09, p = .04)". The article reports d = .36 for this contrast.

"On the posttest, it can be seen that the experimental group scored higher than the control group. The difference of 7.11 points was statistically significant ( t(114) = 2.09, p = .04)."

Discussion¶

Related Claims¶

• The posttest advantage of literacy-based instruction persisted two weeks later on the delayed posttest (d = .51) — related
• Spanish B1 learners taught equivocal words through joke-telling retained more vocabulary on a two-week delayed post-test than learners taught the same items conventionally — related