Instructional foci show no main effect on reading comprehension across all students, and reading-motivation focus shows no meaningful differential effectiveness across profiles¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Main effects of the three instructional foci, estimated in a simple multiple regression, were all close to zero. → Tetzlaff 2023 q3 i? For fostering reading motivation, no meaningful differential effectiveness could be found across profiles. → Tetzlaff 2023 (2)

Evidence¶

Tetzlaff 2023¶

Tetzlaff, L., Edelsbrunner, P., Schmitterer, A., Hartmann, U., & Brod, G. (2023). Modeling Interactions Between Multivariate Learner Characteristics and Interventions: a Person-Centered Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09830-5

q3 · i? · associational · r2

Main-effect estimates in the BCH models of the subsample (n = 217): Table 2 prints advanced reading 0.018, motivation -0.005, vocabulary -0.034, all with 90% CIs including 0. The article reports "none of the instructional foci showed any main effect for all participants".

"The first information that we examined before inspecting differential effectiveness was the simple main effects of teachers' foci on students' reading comprehension at the end of the school year. These effects, estimated in a simple multiple regression, were all close to zero (Table 2)."

Tetzlaff 2023 (2)¶

Tetzlaff, L., Edelsbrunner, P., Schmitterer, A., Hartmann, U., & Brod, G. (2023). Modeling Interactions Between Multivariate Learner Characteristics and Interventions: a Person-Centered Approach. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09830-5

q3 · i? · associational · r2

Profile-specific motivation contrasts in Table 2 (e.g., PD vs. PC Beta = 0.168, GR vs. PC Beta = -0.079) all had 90% CIs including 0; the article reports no meaningful differential effectiveness for the motivation focus.

"For the fostering of reading motivation, no meaningful differential effectiveness could be found."

Discussion¶

Related Claims¶

• A vocabulary instructional focus differentially benefits good readers at the expense of poor decoders and poor comprehenders over a school year — reports the opposite