A 16-week universally designed online depth-of-vocabulary intervention improved standardized vocabulary knowledge relative to a control group in fifth graders¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 2011 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In comparison to a control group, intervention students showed significant effects on a standardized measure of vocabulary knowledge. → Proctor 2011

Evidence¶

Proctor 2011¶

Proctor, C.P., Dalton, B., Uccelli, P., Biancarosa, G., Mo, E., Snow, C., & Neugebauer, S. (2011). Improving comprehension online: effects of deep vocabulary instruction with bilingual and monolingual fifth graders. Read Writ 24, 517–544. https://doi.org/10.1007/s11145-009-9218-2

q2 · i? · causal · r?

Quasi-experimental intervention study with 240 fifth graders, 49% Spanish–English bilinguals, over 16 weeks. The article reports "significant intervention effects on a standardized measure of vocabulary knowledge" relative to controls; no effect size is printed.

"In comparison to a control group, there were significant intervention effects on a standardized measure of vocabulary knowledge, but effects were non-significant for comprehension."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• The intervention produced significant effects on researcher-developed measures of vocabulary depth but not vocabulary breadth — related
• The online vocabulary intervention did not significantly improve reading comprehension — related
• World of Words produced a statistically significant medium-to-large effect on a researcher-developed vocabulary inductive reasoning test (effect size 0.66) — related