Students in experimental classrooms showed consistent pre-post gains on curriculum-based story vocabulary tests¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across experimental classrooms, students exhibited consistent pre-post achievement growth on story-specific Word Meaning and Sentence Writing tests in grades 3, 4, and 5. → Michael R. Vitale & Nancy R. Romance 2013

Evidence¶

Michael R. Vitale & Nancy R. Romance 2013¶

Michael R. Vitale & Nancy R. Romance. (2013). Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563063

q3 · i? · causal · r2

Pre-post lesson achievement reported as mean percent of items correct across students and stories (Table 2, Figure 1); e.g., grade 3 Word Meaning rose from 51 pre-test to 77 post-test. The article reports "consistent pre-post achievement growth". Gains are descriptive; no significance test printed.

"As Figure 1 shows, students exhibited consistent pre-post achievement growth on the curriculum-based lesson tests."

Discussion¶

Related Claims¶

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