Per instructional minute spent on phonological awareness and decoding, vocabulary-added conditions produced larger NWF gains than the PAD-only condition¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Average NWF gain per PAD instructional minute was .02 points for the PAD group after removing an outlier, compared to .12 for SR and .09 for MA. → Filippini 2012

Evidence¶

Filippini 2012¶

Filippini, A. L., Gerber, M. M., & Leafstedt, J. M. (2012). A Vocabulary-Added Reading Intervention for English Learners At-Risk of Reading Difficulties. International Journal of Special Education, 27(3). https://eric.ed.gov/?id=EJ1001055

q2 · i? · causal · r1

Efficiency analysis based on the roughly 394 average instructional minutes students received, of which vocabulary-added groups spent 30% (118 minutes) on PA and decoding. These are descriptive ratios; the article prints no significance test for them.

"The average gain on NWF per instructional minute for the PAD group after removing an outlier was .02 points, compared to .12 for SR and .09 for MA."

Discussion¶

Related Claims¶

• Initially lowest-performing students on phonological decoding grew more than peers regardless of condition, with the largest growth in the morphological-awareness vocabulary condition — related
• Students spending only 30% of intervention time on phonological awareness and decoding maintained phonological decoding gains comparable to or larger than a 100% PAD group — related
• Vocabulary-added instruction produced larger gains on taught vocabulary than phonological-awareness-and-decoding-only instruction, though differences were not statistically significant — related