Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests
Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. Moreover, based on a theory of transfer effects, effec...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Cappelen Damm Akademisk NOASP
2021-09-01
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| Series: | Nordic Journal of Literacy Research |
| Subjects: | |
| Online Access: | https://nordicliteracy.net/index.php/njlr/article/view/2814/5686 |
| _version_ | 1818335417558106112 |
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| author | Monica Melby-Lervåg Kristin Rogde Åste Mjelve Hagen Arne Lervåg |
| author_facet | Monica Melby-Lervåg Kristin Rogde Åste Mjelve Hagen Arne Lervåg |
| author_sort | Monica Melby-Lervåg |
| collection | DOAJ |
| description | Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. Moreover, based on a theory of transfer effects, effects on the trained words could serve as an index of how much benefit is gained by children from the intervention. We present a meta-analysis that assesses the differences and relation between the intervention effects of these two types of outcomes, trained vocabulary and standardized vocabulary tests. The results show large effects on trained vocabulary, limited effects on standardized measures, and no clear relation between the two. The moderator analysis indicates that less instruction time is associated with larger effect sizes on trained vocabulary but that trained vocabulary is not a predictor of either standardized expressive or receptive vocabulary. Thus, in interventions and meta-analyses, it is important to distinguish between effects on trained vocabulary and standardized tests, and trained vocabulary effects does not necessarily transfer to standardized measures. This indicates that effects on trained vocabulary outcomes provide limited information when evaluating language interventions. |
| first_indexed | 2024-12-13T14:23:06Z |
| format | Article |
| id | doaj.art-6222ec3d9fa94f6aa15edbb6cf7eafed |
| institution | Directory Open Access Journal |
| issn | 2464-1596 |
| language | English |
| last_indexed | 2024-12-13T14:23:06Z |
| publishDate | 2021-09-01 |
| publisher | Cappelen Damm Akademisk NOASP |
| record_format | Article |
| series | Nordic Journal of Literacy Research |
| spelling | doaj.art-6222ec3d9fa94f6aa15edbb6cf7eafed2022-12-21T23:42:02ZengCappelen Damm Akademisk NOASPNordic Journal of Literacy Research2464-15962021-09-017211810.23865/njlr.v7.2814njlr.v7.2814Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized testsMonica Melby-LervågKristin RogdeÅste Mjelve HagenArne LervågWhether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. Moreover, based on a theory of transfer effects, effects on the trained words could serve as an index of how much benefit is gained by children from the intervention. We present a meta-analysis that assesses the differences and relation between the intervention effects of these two types of outcomes, trained vocabulary and standardized vocabulary tests. The results show large effects on trained vocabulary, limited effects on standardized measures, and no clear relation between the two. The moderator analysis indicates that less instruction time is associated with larger effect sizes on trained vocabulary but that trained vocabulary is not a predictor of either standardized expressive or receptive vocabulary. Thus, in interventions and meta-analyses, it is important to distinguish between effects on trained vocabulary and standardized tests, and trained vocabulary effects does not necessarily transfer to standardized measures. This indicates that effects on trained vocabulary outcomes provide limited information when evaluating language interventions.https://nordicliteracy.net/index.php/njlr/article/view/2814/5686language interventionmeta-analysisvocabulary |
| spellingShingle | Monica Melby-Lervåg Kristin Rogde Åste Mjelve Hagen Arne Lervåg Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests Nordic Journal of Literacy Research language intervention meta-analysis vocabulary |
| title | Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests |
| title_full | Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests |
| title_fullStr | Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests |
| title_full_unstemmed | Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests |
| title_short | Improvement in oral language interventions: Differences and relation between effects on treatment-inherent measures and effects on standardized tests |
| title_sort | improvement in oral language interventions differences and relation between effects on treatment inherent measures and effects on standardized tests |
| topic | language intervention meta-analysis vocabulary |
| url | https://nordicliteracy.net/index.php/njlr/article/view/2814/5686 |
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