Fourth graders receiving multi-component social studies vocabulary instruction made significantly greater vocabulary gains on a curriculum-based measure than comparison peers¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2015 · 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.
q3 i? The intervention group's pre-to-posttest 1 gain on the CBM vocabulary measure was significantly larger than the comparison group's. → Graham 2015
Evidence¶
Graham 2015¶
Graham, L., Graham, A., & West, C. (2015). From Research to Practice: The Effect of Multi-Component Vocabulary Instruction on Increasing Vocabulary and Comprehension Performance in Social Studies. International Electronic Journal of Elementary Education, 8(1), 147-160. https://eric.ed.gov/?id=EJ1078850
q3 · i? · causal · r2
Quasi-experimental study with teachers randomly assigned to treatment or comparison across 3 districts and 5 schools; 375 fourth graders in 15 treatment and 14 comparison sections. Difference score analysis on the five-minute vocabulary-matching CBM showed "a significant d ifference between post -test 1 and pre-test for the intervention group" (p < 0.001 in Table 4; mean differences 9.03 vs 3.86).
"Difference score analysis demonstrates a significant d ifference between post -test 1 and pre-test for the intervention group on the CBM measure (Table 4)."
Discussion¶
Related Claims¶
- In the first six weeks, comprehension gains on the Checkpoints measure did not differ significantly between intervention and comparison groups — related
- Fourth graders with low reading comprehension in a text-based vocabulary and reading intervention with self-regulation supports outperformed comparison students on a researcher-developed vocabulary and reading measure — related
- A standard Tier 2 multi-component reading intervention produced no statistically significant differences versus business-as-usual on any of seven reading outcomes for fourth graders at or below the 15th percentile in comprehension — related
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