The modified PACT treatment improved content-related reading comprehension (ES = .20) but not general standardized reading comprehension¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1 small
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Treatment students scored higher on the MASK content reading comprehension measure (ES = .20). → Vaughn 2017 q3 i? The treatment did not produce a statistically significant effect on the Gates–MacGinitie general reading comprehension subtest (ES = .12, not significant). → Vaughn 2017 (2)

Evidence¶

Vaughn 2017¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i1 · causal · r2

Multilevel regression on the MASK, a 21-item content-area reading comprehension test (alpha .92), in the same class-randomized RCT. The main treatment effect was significant with a printed effect size of ES = .20; no other effect size is reported for this finding.

"The main treatment effect on the MASK differs statistically from zero ( /H9253010 /H110051.00, p /H11021.05, ES /H11005.20), meaning that non-ELs in treatment classrooms with 10% ELs scored about 1 point higher on the posttest than non-ELs in comparison class-rooms with 10% ELs."

Vaughn 2017 (2)¶

Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E., & Fall, A.-M. (2017). Improving Content Knowledge and Comprehension for English Language Learners: Findings From a Randomized Control Trial. Journal of Educational Psychology, 109(1), 22–34. https://doi.org/10.1037/edu0000069

q3 · i? · causal · r2

Multilevel model on the standardized Gates–MacGinitie subtest in the same RCT; the intervention effect (Table 5 coefficient 1.71, ES .12) was not significant, and only Class % of ELs was significant. Equivalence was not tested.

"On the Gates–MacGinitie test, only the main effect of Class % of ELs (/H9253020 /H11005/H11002.10, p /H11021.01) is significant and negative, similar to the trend on the MASK."

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it

Related Claims¶

• The three-way interaction on content-related reading comprehension (MASK) was not statistically significant — related
• The modified PACT treatment improved eighth-grade students' social studies content knowledge acquisition relative to business-as-usual comparison classes (ES = .40) — related
• Class-level initial reading achievement does not moderate effects on content reading comprehension — related
• Class-level initial background knowledge does not moderate effects on content reading comprehension — related
• English learners scored lower than non-ELs on content knowledge and content reading comprehension in comparison classrooms — related
• The proportion of English learners in a class moderated the PACT effect on content knowledge acquisition, with EL/non-EL differences widening as class EL prevalence increased — related
• Class-level initial reading achievement does not moderate PACT's effect on content knowledge acquisition — related
• Class-level initial background knowledge does not moderate PACT's effect on social studies content knowledge acquisition — related