Fourth graders with low reading comprehension in a text-based vocabulary and reading intervention with self-regulation supports outperformed comparison students on a researcher-developed vocabulary and reading measure¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i3 large
Currency · newest study 2017 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i3 Treatment students improved significantly more than comparison students from pretest to posttest on the curriculum-based measure with items 15 and 16 dropped (partial η² = 0.18). → Solís 2017 q3 i3 With missing items imputed, the group-by-time difference remained significant and slightly larger (partial η² = 0.24), supporting that missing data were MCAR. → Solís 2017 (2)

Evidence¶

Solís 2017¶

Solís, M., Scammacca, N., Barth, A. E., & Roberts, G. J. (2017). Text-based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities. Learning Disabilities: A Contemporary Journal, 15(1), 103-115. https://eric.ed.gov/?id=EJ1141988

q3 · i3 · causal · r2

Randomized experiment with 44 fourth graders (treatment n=25, comparison n=19) in two rural schools; RM-ANOVA on the curriculum-based measure showed the treatment group outperforming the comparison group, F(1,42)=9.27, p=.004, "partial η2 = 0.18".

"RM-ANOV A results calculated on total scores for the curriculum-based measure with items 15 and 16 dropped indicated that the improvement in scores from pre-test to post-test differed significantly between groups, with the treatment group outperforming the comparison group. F(1,42)=9.27, p=.004, partial η2 = 0.18."

Solís 2017 (2)¶

Solís, M., Scammacca, N., Barth, A. E., & Roberts, G. J. (2017). Text-based Vocabulary Intervention Training Study: Supporting Fourth Graders with Low Reading Comprehension and Learning Disabilities. Learning Disabilities: A Contemporary Journal, 15(1), 103-115. https://eric.ed.gov/?id=EJ1141988

q3 · i3 · causal · r2

Re-analysis of the same randomized experiment after regression imputation for 17 students missing items 15 and 16 due to a photocopying error; the difference favored the treatment group, F(1,42)=13.50, p=.001, "partial η2 = 0.24".

"The results based on total scores with missing data imputed also resulted in a statistically significant difference between groups in improvement in scores from pre-test to post-test that favored the treatment group, F(1, 42)=13.50, p=.001, partial η2 = 0.24, with a slightly larger effect size."

Discussion¶

Related Claims¶

• The text-processing intervention significantly improved struggling middle school readers' performance on a proximal vocabulary measure — related
• The XBA and C/DM PSW methods show chance-level agreement (kappa = -.10) in identifying LD among fourth graders with reading comprehension deficits — related
• Despite an average of 94 well-implemented intervention sessions, students remained about one standard deviation below national norms in reading comprehension with low vocabulary — related
• For the C/DM, only short-term memory deficit status significantly predicted posttest word reading — related