ERIC Number: EJ1066963
Record Type: Journal
Publication Date: 2015-Aug
Abstractor: As Provided
Comparing Regression Discontinuity and Multivariate Analyses of Variance: Examining the Effects of a Vocabulary Intervention for Students at Risk for Reading Disability
Ashworth, Kristen E.; Pullen, Paige C.
Learning Disability Quarterly, v38 n3 p131-144 Aug 2015
The purpose of this study was to compare the results of a regression discontinuity design (RDD) with those of an experimental design of a tiered vocabulary intervention for children at risk for reading disability to determine RDD's feasibility as a research methodology for this type of study. Researchers reanalyzed an archival dataset of a previous study that determined the effectiveness of the intervention through a randomized experiment. Results were comparable for the receptive outcome scores in direction, magnitude, and significance, although the magnitude of the treatment effect for the RDD was slightly higher. Results were also comparable for contextual outcome scores with respect to direction and magnitude. We present possible reasons for the different results between studies, limitations, and future research.
Descriptors: Vocabulary, Intervention, At Risk Students, Reading Difficulties, Instructional Effectiveness, Regression (Statistics), Multivariate Analysis, Research Design, Comparative Analysis, Feasibility Studies, Response to Intervention, Quasiexperimental Design, Educational Research, Grade 1, Elementary School Students, Pretests Posttests
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test
Grant or Contract Numbers: N/A