Vocabulary learning under embedded instruction declined over the course of the school year¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The Group × Unit interaction was statistically significant (β = –0.210, p < .001), reflecting an unexpected declining trend in vocabulary learning across units. → Goldstein et al. 2016

Evidence¶

Goldstein et al. 2016¶

Goldstein, H., Kelley, E., Greenwood, C., McCune, L., Carta, J., Atwater, J., Guerrero, G., McCarthy, T., Schneider, N., & Spencer, T. (2016). Embedded Instruction Improves Vocabulary Learning During Automated Storybook Reading Among High-Risk Preschoolers. Journal of Speech, Language, and Hearing Research, 59(3), 484-500. https://doi.org/10.1044/2015_JSLHR-L-15-0227

q3 · i? · causal · r3

Multilevel Poisson growth model across six instructional units in the cluster randomized trial found "an unexpected declining trend over time"; the interaction effect size was f2 = .168 (medium).

"the interaction of experimental group by curriculum unit over time was statistically significant (Group × Unitβ = –0.210, SE =0 . 0 4 2 ,p < .001), reflecting an unexpected declining trend over time."

Discussion¶

Related Claims¶

• Embedded vocabulary lessons in prerecorded storybooks produce large vocabulary learning gains relative to hearing the same stories without lessons — related
• Preschoolers learn almost no challenging vocabulary from hearing stories without embedded lessons — related
• Dosage and preintervention language skills showed little moderation of vocabulary treatment effects — related
• Student activity declines consistently from the first to the last learning unit across all three outcome groups — related
• Story Friends treatment participants had greater vocabulary gains than comparison participants on unit tests, with large effect sizes — related