Initial preschool language skill did not moderate the LLLI intervention effect on kindergarten expressive vocabulary¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · 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 Language × Treatment interaction for the Expressive Vocabulary outcome was not significant (coefficient −0.07, p = .54). → Johanson 2016
Evidence¶
Johanson 2016¶
Johanson, M., Justice, L. M., & Logan, J. (2016). Kindergarten Impacts of a Preschool Language-Focused Intervention. Applied Developmental Science, 20(2), 94-107. https://doi.org/10.1080/10888691.2015.1074050
q3 · i? · causal · r2
In the moderation HLM model for kindergarten expressive vocabulary (Table 5), the Language × Treatment interaction was non-significant (B = −0.07, p = .54); the article states "initial language skills did not serve to moderate the relations between treatment and the Expressive Vocabulary outcome."
"initial language skills did not serve to moderate the relations between treatment and the Expressive Vocabulary outcome"
Discussion¶
Learner Variables¶
- Communication Skills — moderator: an instructional effect differs with it
- Oral Language — moderator: an instructional effect differs with it
- Vocabulary — moderator: an instructional effect differs with it
Related Claims¶
- The kindergarten benefits of the LLLI intervention on decoding and reading comprehension were conditional on children's initial preschool language skill, favoring children with high language skill — related
- LLLI exposure in preschool produced no statistically significant main effects on kindergarten expressive vocabulary, decoding, or passage comprehension — related
- The amount of language growth children made during the preschool intervention year did not predict kindergarten outcomes and did not alter the moderated treatment effects — related
- UBC produced no significant effects on children's language, literacy, or socioemotional skills after two years — related
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