Tier-2 small-group vocabulary intervention improved at-risk kindergartners' expressive target word learning compared to at-risk controls receiving Tier-1 instruction only¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 At-risk students receiving Tier-2 intervention in addition to Tier-1 instruction significantly outperformed at-risk control students on the Expressive Target Word Measure, with an overall mean effect size of g = 1.07. → 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 · i3 · causal · r2

Multilevel analysis of the efficacy and replication studies comparing at-risk treatment (n = 825) and control (n = 781) students on the Expressive Target Word Measure. The article reports a statistically significant treatment effect (γ1000 = 10.46) and an overall mean effect size of 1.07.

"Although treatment students outperformed control students on target word knowledge (γ1000 = 10.46), the effect of the treatment was more pronounced for students with higher initial PPVT scores (γ 3000= 0.28)."

Discussion¶

Learner Variables¶

• Vocabulary — outcome: instruction changes it

Related Claims¶

• Initial receptive vocabulary knowledge predicted response to universal Tier-1 vocabulary instruction for students receiving only classroom instruction — related