The intervention's advantage over control grew with grade level, though control students outperformed experimental students in grade 3 Reading¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1–r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Estimated adjusted-mean differences between Experimental and Control students by grade showed the intervention effect magnified in favor of Experimental students as grade level increased. → Michael R. Vitale & Nancy R. Romance 2013 q3 i? For ITBS Reading, Control students outperformed Experimental students in grade 3, while the Experimental advantage accelerated in grades 4 and 5. → Michael R. Vitale & Nancy R. Romance 2013 (2)

Evidence¶

Michael R. Vitale & Nancy R. Romance 2013¶

Michael R. Vitale & Nancy R. Romance. (2013). Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563063

q3 · i? · causal · r1

HLM-model estimates of differences between adjusted Experimental and Control means by grade level for ITBS Vocabulary and Reading, plotted in Figure 2. The article reports "a magnified effect of the favor of Experimental students as grade level increased". No effect sizes printed.

"As shown in Figure 2, the intervention resulted in a magnified effect of the favor of Experimental students as grade level increased."

Michael R. Vitale & Nancy R. Romance 2013 (2)¶

Michael R. Vitale & Nancy R. Romance. (2013). Accelerating Vocabulary Development and Reading Comprehension in Grades 3-4-5 through an Inductive Vocabulary Model. SREE Fall 2013 Conference Abstract. https://eric.ed.gov/?id=ED563063

q3 · i? · causal · r2

Figure 2 caption describing estimated ITBS GE achievement differences by grade. The caption states "Control students outperformed Experimental students in grade 3" for Reading, with the Experimental advantage accelerating in grades 4 and 5.

"For Reading, Control students outperformed Experimental students in grade 3; however the achievement difference in favor of Experimental students accelerated in grades 4 and 5."

Discussion¶

Related Claims¶

• The inductive vocabulary intervention produced a significant overall effect on ITBS Vocabulary achievement in grades 3-5 — related
• The inductive vocabulary intervention transferred to ITBS Reading comprehension achievement — related
• After two years of SRI, the intervention effect on strategy knowledge had further increased, and positive effects emerged on reading comprehension — related