The kindergarten benefits of the LLLI intervention on decoding and reading comprehension were conditional on children's initial preschool language skill, favoring children with high language skill¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Significant Language × Treatment interactions emerged for Letter-Word Identification (decoding) and Passage Comprehension (reading comprehension), with benefits only for children with initially high language skills. → Johanson 2016
q3 i? Probing showed no treatment-control differences at low or average initial language skill, but significant benefits at one standard deviation above the mean (p = .02 and .05). → Johanson 2016
Evidence¶
Johanson 2016¶
Johanson, M., Justice, L. M., & Logan, J. (2016). Kindergarten Impacts of a Preschool Language-Focused Intervention. Applied Developmental Science, 20(2), 94-107. https://doi.org/10.1080/10888691.2015.1074050
q3 · i? · causal · r2
Moderator analyses in the HLM models (Table 5) added a Language × Treatment interaction; interactions were significant for LWID (coefficient .36, p = .04) and PC (.40, p = .03), and probing at mean ±1 SD showed "when students had initially high language skills (one standard deviation above the mean), they were found to significantly benefit from the treatment."
"However, when students had initially high language skills (one standard deviation above the mean), they were found to significantly benefit from the treatment ( p ¼ .02 and .05 for Letter-Word Identification and Passage Comprehension, respectively)."
Discussion¶
Learner Variables¶
- Oral Language — moderator: an instructional effect differs with it
- Reading and Language — moderator: an instructional effect differs with it
Related Claims¶
- LLLI exposure in preschool produced no statistically significant main effects on kindergarten expressive vocabulary, decoding, or passage comprehension — related
- Initial preschool language skill did not moderate the LLLI intervention effect on kindergarten expressive vocabulary — related
- Intervention effects on WJIII passage comprehension were moderated by pretest: only students starting at or above the 60th percentile benefited — related
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