The three-way interaction on content-related reading comprehension (MASK) was not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Unlike the ASK, the MASK showed no significant Intervention × EL × Class % of ELs interaction. → Vaughn 2017

Evidence¶

Vaughn 2017¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r2

Multilevel model on MASK posttest scores in the same RCT; the three-way interaction coefficient was −.04 and not statistically significant. No effect size is printed; the null does not establish absence of moderation.

"For the MASK, the coefficient for the three-way interaction term is not statistically significant ( /H9253500 /H11005/H11002.04); however, we report the effects for the full model (i.e., the model with the three-way interaction term) so that parameter estimates can be compared across the three reading outcomes, and we interpret only the main effects."

Discussion¶

Related Claims¶

• The proportion of English learners in a class moderated the PACT effect on content knowledge acquisition, with EL/non-EL differences widening as class EL prevalence increased — related
• Higher proportions of English learners in a class were associated with lower content reading comprehension and general reading comprehension scores — related
• The modified PACT treatment improved content-related reading comprehension (ES = .20) but not general standardized reading comprehension — related
• English learners scored lower than non-ELs on content knowledge and content reading comprehension in comparison classrooms — related