Treatment effects were not moderated by emergent bilingual status, pretest levels, or tutoring attendance¶

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? Treatment differences did not depend on student EB status, pretest levels, or total tutoring session attendance. → Vadasy 2023

Evidence¶

Vadasy 2023¶

Vadasy, P. F., & Sanders, E. A. (2023). Cognitive flexibility + phonics intervention effects on reading gains. Reading Psychology. https://doi.org/10.1080/02702711.2023.2166636

q3 · i? · causal · r2

Two-way interactions between treatment condition and the three covariates were tested in the two-level hierarchical models of gains for 57 children in 21 classrooms; the article reports "no significant treatment moderators." No effect sizes were printed for these interaction tests.

"Results also showed no significant treatment moderators. In other words, treatment differences did not depend on student EB status, pretest levels, or total tutoring session attendance."

Discussion¶

Learner Variables¶

• English-Learner Status — moderator: an instructional effect differs with it

Related Claims¶

• Spoken–written advantages are larger for second-language and nonfluent first-language readers and for low prior knowledge learners — the general claim this finding bears on, with the studies behind it
• Bilingual education evaluations have produced uninterpretable data by failing to model child-input by treatment interactions — related
• Pretest, attendance, and EB status showed distinct covariate effects on specific literacy outcomes — related
• Embedded cognitive flexibility practice showed no overall advantage over phonics alone on growth in decoding, encoding, or cognitive flexibility — related
• In real-world implementation, TSI students attended on average 25.5 of 50 scheduled tutoring sessions — related
• The size of tutoring programs' effects on student math knowledge aligned with the quality of their implementation — reports the opposite
• Interaction volume during AI-supported practice sessions did not differ significantly across conditions, supporting comparability of practice exposure — related
• Baseline interaction quality moderates component-outcome relations, with strongest relations for teachers with the lowest baseline quality — related
• No significant interactions emerged between text medium and any other variable (test time, complexity, engagement) — related
• Tutoring condition interacts with MD subtype status in effects on third graders' fact retrieval skill — related
• Training effects on flexibility and word problem solving do not differ between students with low and high language skills — a narrower finding that bears on this claim