Tier-2 intervention closed the target word learning gap between at-risk treatment students and not-at-risk reference students, but not the listening comprehension gap¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Treatment students outperformed the not-at-risk reference group on target word learning (g = 0.47), but scored lower on listening comprehension (g = –.34), with the comprehension gap depending on initial PPVT scores. → Coyne 2019

Evidence¶

Coyne 2019¶

Coyne, M. D., McCoach, D. B., Ware, S., Austin, C. R., Loftus-Rattan, S. M., & Baker, D. L. (2019). Racing Against the Vocabulary Gap: Matthew Effects in Early Vocabulary Instruction and Intervention. Exceptional Children, 85(2), 163–179. https://doi.org/10.1177/0014402918789162

q3 · i2 · causal · r2

Descriptive comparison of at-risk treatment students with the not-at-risk reference group (n = 741) on experimenter-developed measures. The article reports g = 0.47 favoring treatment on target words and g = –.69 for the lowest-PPVT treatment students on listening comprehension.

"On average, treatment students had listening comprehension scores that were approximately one third of a standard deviation lower than the mean of the reference students (g = –.34). However, at-risk treatment students with initial PPVT scores 5 points above the mean scored comparably to the reference students (g = .05)."

Discussion¶

Learner Variables¶

• Oral Language — moderator: an instructional effect differs with it

Related Claims¶

• Tier-2 intervention improved listening comprehension of passages containing taught vocabulary, but the effect was not significant for students with initial PPVT scores more than 7 points below the mean — related
• Initial vocabulary knowledge moderated the Tier-2 intervention effect on target word learning, favoring students with higher initial PPVT scores — related
• Initial receptive vocabulary knowledge predicted response to universal Tier-1 vocabulary instruction for students receiving only classroom instruction — related
• Tier-2 vocabulary intervention had no effect on standardized measures of overall vocabulary knowledge (posttest PPVT) — related