In Study 1, effects of language-focused Tier II instruction were moderated by qualification status: dual-qualified children gained on expressive language while language-only children scored lower on definitional vocabulary¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i3
Currency · newest study 2016 · checked against its sources 2026-10-25 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i1 Children qualified for both language and code instruction scored significantly higher than controls on the CELF Expressive Language subscale (ES = .42), but language-only qualified children did not differ from controls. → Lonigan 2016 q3 i3 Children qualified for only language instruction scored significantly lower than controls on the Pre-CTOPPP Definitional Vocabulary subtest (ES = -.87), while dual-qualified children did not differ from controls. → Lonigan 2016 (2)

Evidence¶

Lonigan 2016¶

Lonigan, C. J., & Phillips, B. M. (2016). Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties. Journal of Educational Psychology. https://doi.org/10.1037/edu0000054

q3 · i1 · causal · r2

Study 1 moderation analysis of language outcomes by qualification status. Dual-qualified intervention children outscored controls on CELF Expressive Language, t(44.17) = 2.50, p < .02 (ES = .42), whereas language-only children did not differ from controls (p = .78).

"Children who qualified for both the language and code-related instruction (Adj. M = 20.44, SD = 6.67) scored significantly higher than did children in the control group (Adj. M = 17.66, SD = 6.64) at posttest on the Expressive Language subscale of the CELF, t(44.17) = 2.50, p < .02 (ES = .42)"

Lonigan 2016 (2)¶

Lonigan, C. J., & Phillips, B. M. (2016). Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties. Journal of Educational Psychology. https://doi.org/10.1037/edu0000054

q3 · i3 · causal · r2

Study 1 moderation analysis on the Definitional Vocabulary subtest of the Pre-CTOPPP. Language-only qualified intervention children scored significantly below controls, t(53.02) = 2.79, p < .01 (ES = -.87); dual-qualified children did not differ from controls (p = .93).

"Children who qualified for just the language instruction (Adj. M = 34.41, SD = 9.60) scored significantly lower than did children in the control group (Adj. M = 45.59, SD = 13.49) at posttest on this outcome, t(53.02) = 2.79, p < .01 (ES = -.87)"

Discussion¶

Learner Variables¶

• Communication Skills — outcome: instruction changes it
• Oral Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• In Study 1, code-focused Tier II instruction yielded only a marginal advantage on letter names and no significant differences on other code-related measures — related
• In Study 1, language-focused Tier II instruction produced no significant main effects on language outcomes for RTI-identified preschoolers — related
• In Study 2, intensified and narrowed Tier II instruction produced significant and moderate-to-large impacts for RTI-identified preschoolers — related