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¶
Claim · All claims
Evidence · 1 study · causalr3·q3·i2medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 Treatment students had higher listening comprehension scores than controls (γ1000 = 7.14), with moderation by initial PPVT (γ3000 = 0.53); the effect was significant only for students within 7 points below the mean. → 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 · r3
Multilevel analysis of listening comprehension outcomes in the efficacy and replication studies. The article reports an overall mean effect size of 0.41, rising from 0.26 (5 points below the mean) to 0.56 (5 points above the mean).
"The effect of treatment on listening comprehension was statistically significant for at-risk students whose initial PPVT scores were less than 7 points below the mean but not statistically significant for students whose initial PPVT scores were more than 7 points below the mean."
Discussion¶
Learner Variables¶
- Oral Language — moderator: an instructional effect differs with it
Related Claims¶
- 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 intervention closed the target word learning gap between at-risk treatment students and not-at-risk reference students, but not the listening comprehension gap — related
- Tier-2 vocabulary intervention had no effect on standardized measures of overall vocabulary knowledge (posttest PPVT) — related
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