Dosage and preintervention language skills showed little moderation of vocabulary treatment effects¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Instructional book listens were not significant as a main effect; the Listens × Unit × CELF-P interaction was significant but very small (f2 = .003). → Goldstein et al. 2016 q3 i? Children with higher CELF-P scores benefited most from additional book listens, but only in early units, dropping after unit 2. → Goldstein et al. 2016

Evidence¶

Goldstein et al. 2016¶

Goldstein, H., Kelley, E., Greenwood, C., McCune, L., Carta, J., Atwater, J., Guerrero, G., McCarthy, T., Schneider, N., & Spencer, T. (2016). Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers. Journal of Speech, Language, and Hearing Research, 59(3), 484-500. https://doi.org/10.1044/2015_JSLHR-L-15-0227

q3 · i0 · causal · r3

Moderation analyses within the experimental group of the cluster randomized trial; the authors attribute the null dosage main effect to the small range of listens, since implementation was high throughout with only a small decline.

"Analyses indicated that instructional book listens were not significant as a main effect. Their interaction with instructional unit and CELF-P was significant ( p = .03) but represented a small effect size (Cohen 's f 2 = .003)."

Discussion¶

Learner Variables¶

• Time and Continuity — moderator: an instructional effect differs with it

Related Claims¶

• Embedded vocabulary lessons in prerecorded storybooks produce large vocabulary learning gains relative to hearing the same stories without lessons — related
• In Study 1, effects of language-focused Tier II instruction were moderated by qualification status: dual-qualified children gained on expressive language while language-only children scored lower on definitional vocabulary — related
• Dialogic Reading Improves Language Outcomes — related
• Intervention dosage moderates child language outcomes: brief interventions under 60 minutes show no significant effect — related
• Dosage significantly predicts intervention effects in a linear model (β = 0.03 per hour), but the dosage main effect is no longer significant after controlling for moderators — related
• Vocabulary learning under embedded instruction declined over the course of the school year — related
• Story Friends showed no significant generalized effects on norm-referenced receptive vocabulary (PPVT-IV) or core language (CELF-P) measures — related