The intervention did not significantly improve performance on the integrated, unguided purposeful reading task¶

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 integrated purposeful reading task was non-significant (F = .76, p = .39), though the descriptive trend matched expectations. → 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 integrated task (six questions on a multi-section document, 10-minute limit) in the same quasi-experimental design. The article notes "the trend is consistent with our expectations" but no reliable effect; no effect size is printed.

"The results did not reveal significant effects of Group (F(1, 6.14) = 2.54, p = .16), Time (F(1, 132.2) = .54, p = .46), nor a significant interaction between Group and Time (F(1, 132.01) = .76, p = .39)."

Discussion¶

Related Claims¶

• Direct instruction training improved 5th graders' task-model construction (question analysis) relative to an active control — related
• The intervention did not improve 5th graders' extract-and-integrate performance — related