Embedded comprehension lessons did not improve story comprehension relative to story exposure alone¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? After controlling for initial differences, there were no significant effects of group or Group × Unit on ASC total score. → Goldstein et al. 2016 q3 i? A site main effect showed children in Ohio averaged 1.8 points higher on the ASC than children in Kansas. → Goldstein et al. 2016 (2)

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 · i? · causal · r2

Mixed linear modeling of ASC scores (seven time points) in the cluster randomized trial found no significant group or interaction effects; experimental mean was 8.3 (SD = 4.0) versus 7.2 (SD = 3.9) in comparison at the last assessment.

"After controlling for initial differences, there were no significant findings for the effects of groups or the Group × Unit interaction on the ASC total score."

Goldstein et al. 2016 (2)¶

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 · i? · causal · r2

Site was the only significant predictor of ASC scores in the trial's comprehension models; the authors note more English language learners in Kansas and the ASC's expressive language demands as a possible explanation.

"a main effect of site (β =1 . 8 1 8 ,SE =0 . 4 2 8 ,p < .001) was noted, indicating that children in Ohio averaged 1.8 higher on the ASC Total Score compared with children in Kansas."

Discussion¶

Related Claims¶

• Preschoolers learn almost no challenging vocabulary from hearing stories without embedded lessons — related
• Embedded vocabulary lessons in prerecorded storybooks produce large vocabulary learning gains relative to hearing the same stories without lessons — related
• Explicit instruction of four reading comprehension strategies with short stories yields higher reading comprehension post-test scores than regular syllabus instruction in EFL preparatory students — related
• Story Friends produced no significant group effect on total story comprehension, but a significant group × time interaction emerged on inferential questions — possibly the same claim (merge candidate)