The intervention did not improve 5th graders' extract-and-integrate performance¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Time*Group interaction on the Extract and integrate task was non-significant, with no change over time in either condition. → Potocki 2023

Evidence¶

Potocki 2023¶

Potocki, A., Ayroles, J., & Rouet, J.-F. (2023). A short teacher-led intervention using direct instruction enhances 5th graders' purposeful reading skills. Learning and Instruction, 86, 101781. https://doi.org/10.1016/j.learninstruc.2023.101781

q3 · i? · causal · r2

Mixed model analysis of the Extract and integrate component task in the quasi-experimental pre/post design found no significant training effect; the article states there was "no change over time regardless of the condition". No effect size is printed, so impact is null.

"a non-significant interaction Time * Group was observed (F(1, 130.91) = 2.3, p = . 13)."

Discussion¶

Related Claims¶

• Direct instruction training improved 5th graders' task-model construction (question analysis) relative to an active control — related
• The intervention did not significantly improve performance on the integrated, unguided purposeful reading task — related
• Training improved 5th graders' answer construction and evaluation within the experimental group, but not significantly relative to controls at post-test — related