Tier-2 vocabulary intervention had no effect on standardized measures of overall vocabulary knowledge (posttest PPVT)¶
Claim · All claims
Evidence · 1 study · causalr3·q3
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 i? There was no statistically significant effect of treatment on posttest PPVT scores, and the Treatment × PPVT interaction was not statistically significant. → 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 · i? · causal · r3
Multilevel analysis of spring PPVT scores in the efficacy and replication studies. The article reports the Treatment × PPVT interaction was not statistically significant and posttest percentiles were similar to the control group and to pretest performance.
"In contrast to the findings for our more proximal measures, we found no overall effect of treatment on students’ posttest PPVT scores."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
- Vocabulary — outcome: instruction changes it
Related Claims¶
- Initial vocabulary knowledge moderated the Tier-2 intervention effect on target word learning, favoring students with higher initial PPVT scores — 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 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
- Story Friends produced no group differences on distal standardized language measures (PPVT-IV, CELF-P) — related
- VIP shows no statistically significant or substantively important impacts on PPVT-R and Morphology outcomes for English language learners — related
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