For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2029: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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q3 i? Linear growth models fit Yao students' MCK and VK breadth data better than quadratic models, with significant intercept and slope components. → Mark Feng Teng 2024
Evidence¶
Mark Feng Teng 2024¶
Mark Feng Teng, Lawrence Jun Zhang. (2024). Ethnic minority multilingual young learners' longitudinal development of metacognitive knowledge and breadth of vocabulary knowledge. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09360-z
q3 · i? · associational · r2
LGC model-fit comparison for the Yao group (Table 6): the linear model outperformed the quadratic model for both variables. Table 7 shows positive, statistically significant intercepts and slopes for MCK and VK breadth (p < 0.001), indicating significant individual differences in both growth components.
"Table 6 shows that the linear growth model is better than the quadratic growth model for MCK and VK breadth. The linear model better fits the MCK and VK breadth data."
Discussion¶
Related Claims¶
- For Han students, metacognitive knowledge followed a quadratic (accelerating) growth model while vocabulary breadth followed a linear growth model, and initially high vocabulary knowledge predicted faster later vocabulary growth
- Han students significantly outperformed Yao students in breadth of English vocabulary knowledge, with a significant time-by-group interaction in development patterns
- In Yao students, metacognitive knowledge and vocabulary breadth showed a common growth trend: higher initial MCK predicted higher initial VK, and faster MCK growth predicted faster VK growth — related
- In Han students, higher initial metacognitive knowledge predicted both a higher starting point and a faster growth rate of vocabulary breadth — related
- Metacognitive knowledge scores increased cumulatively over time, and the time-by-ethnic-group interaction showed Han and Yao students followed different MCK development trends — related
- Han students' metacognitive knowledge scores were significantly higher than Yao students' at each of four annual measurements from grade 3 to grade 6 — related
- A discrete time trend model fit the reading fluency data significantly better than a linear time trend model — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
yao-linear-growth-mck-vk |
title |
For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes |
description |
For Yao students, both metacognitive knowledge and vocabulary breadth were best described by linear growth models with significant intercepts and slopes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
recheck_by |
2029 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mark-feng-teng-2024 |
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