Effectiveness of the MLS-WEPs intervention generally did not vary by English learners' English proficiency after controlling for prior knowledge¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2024 · not yet checked against its sources · 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.
q2 i? In Unit 1, treatment-group math outcomes did not differ significantly by English proficiency in calculation or explanation. → Xiaojuan Ke · Kristie J. Newton 2024
q2 i? In Unit 2 calculation, treatment outcomes also did not vary significantly by proficiency, but level-5 students scored significantly higher on explanation than levels 1 and 3. → Xiaojuan Ke · Kristie J. Newton 2024
Evidence¶
Xiaojuan Ke · Kristie J. Newton 2024¶
Xiaojuan Ke · Kristie J. Newton. (2024). English learners learn from worked example comparison in algebra. Instructional Science (2024) 52:831–858. https://doi.org/10.1007/s11251-024-09668-6
q2 · i? · causal · r2
Regression analyses within treatment groups controlling prior knowledge. Unit 1 outcomes and Unit 2 calculation "did not vary significantly" by English proficiency; only Unit 2 explanation showed a difference favoring proficiency level 5 over levels 1 and 3.
"ELs in the Unit 1 treatment group did not differ significantly in their math outcomes by their English proficiency in the calculation ( Cohen sf2 = 0.41,power = 0.81) and explanation ( Cohen sf2 = 1.04,power = 1) parts. Similarly, the analysis (see Table 8) showed ELs’ calculation scores in the Unit 2 treatment group also did not vary significantly"
Discussion¶
Learner Variables¶
- English-Learner Status — moderator: an instructional effect differs with it
- Reading and Language — moderator: an instructional effect differs with it
Related Claims¶
- English learners' mathematical performance was positively correlated with English proficiency, more strongly for explanations than calculations — related
- MLS-WEPs intervention predicted higher Unit 1 calculation and explanation scores among English learners when controlling for prior knowledge — related
- MLS-WEPs improved the quality of written explanations, with larger gains in fully correct explanations and reduced blank and concept-irrelevant responses — related
- MLS-WEPs intervention predicted higher Unit 2 (functions) calculation and explanation scores when controlling for prior knowledge — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
mls-weps-effective-across-proficiency-levels |
title |
Effectiveness of the MLS-WEPs intervention generally did not vary by English learners' English proficiency after controlling for prior knowledge |
description |
Effectiveness of the MLS-WEPs intervention generally did not vary by English learners' English proficiency after controlling for prior knowledge |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — xiaojuan-ke-kristie-j-newton-2024 |
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