Using Spanish as the Language of Instruction with Mexican-American Head Start Children: A Re-Evaluation Using Meta-Analysis

Barclay, Lisa K.

doi:10.2466/pms.1983.56.2.359

Cited by 5 publications

(2 citation statements)

References 3 publications

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“…Such indices include variance estimates (e.g., Huang, 2009), likelihood ratios (Dollaghan & Horner, 2013), percentages (Brown, 2014), and differential item functioning units (Koo, Becker, & Kim, 2014). In addition, several reports included the term "metaanalysis" in the title but were qualitative (e.g., Peterson, 2010;Roessingh, 2004;Schwienhorst, 2002) or they included data from only a single study (e.g., Barclay, 1983); these reports were excluded as well. Finally, two meta-analyses were identified as possibly meeting our inclusion criteria, but we were not able to obtain them via library loan or by contacting the authors directly (Diao, 2013;Reljić, 2011).…”

Section: Data Collection and Analysis: Meta-analytic Effectsmentioning

confidence: 99%

How Big Is “Big”? Interpreting Effect Sizes in L2 Research

2014

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The calculation and use of effect sizes—such as d for mean differences and r for correlations—has increased dramatically in second language (L2) research in the last decade. Interpretations of these effects, however, have been rare and, when present, have largely defaulted to Cohen's levels of small (d = .2, r = .1), medium (.5, .3), and large (.8, .5), which were never intended as prescriptions but rather as a general guide. As Cohen himself and many others have argued, effect sizes are best understood when interpreted within a particular discipline or domain. This article seeks to promote more informed and field‐specific interpretations of d and r by presenting a description of L2 effects from 346 primary studies and 91 meta‐analyses (N > 604,000). Results reveal that Cohen's benchmarks generally underestimate the effects obtained in L2 research. Based on our analysis, we propose a field‐specific scale for interpreting effect sizes, and we outline eight key considerations for gauging relative magnitude and practical significance in primary and secondary studies, such as theoretical maturity in the domain, the degree of experimental manipulation, and the presence of publication bias.

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Section: Data Collection and Analysis: Meta-analytic Effectsmentioning

confidence: 99%

How Big Is “Big”? Interpreting Effect Sizes in L2 Research

2014

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“…The second position relates to the "time-on-task" principle. That is, intervention in the second language is assumed to provide more practice and needed time for the acquisition of the second language (Barclay, 1983;Porter, 1996). The "time-on-task" position may be based on an assumption that bilingualism is not easily accessible for children with LI (Ortiz & Garcia, 1990).…”

Section: Narrative Production In Children With LImentioning

confidence: 99%

The Dynamic Assessment of Narratives: A Bilingual Study

Fiestas

Peña

2018

J Cogn Educ Psych

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This study applied the dynamic assessment (DA) of narratives in a bilingual Spanish- and English-speaking early elementary population. We examined transfer and change in narrative performance within and across languages after mediated learning experience (MLE) in Spanish or English. Sixty-eight bilingual children were randomized to two groups: Spanish (n = 24) or English mediation (n = 25), while a control group (n = 19) participated in regular academic activities. The MLE Spanish and English groups participated in mediated learning focusing on storytelling ability, and children’s modifiability was rated. Pre- to posttest narrative macro- and microstructure change was measured for all children. Both MLE groups demonstrated significant gains in macrostructure compared to the no-treatment control group. Children’s stories were stronger in Spanish overall. Children in both MLE groups demonstrated transfer of narrative macrostructure across both languages regardless of the language of the MLE. When the language of MLE matched language of story production, children did not make greater posttest gains than when unmatched. Finally, MLE in English had a small effect on children’s modifiability ratings. For English-language learners, DA may be a valid method to assess children’s modifiability, language learning, and transfer of skills across languages in an academically relevant task.

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1985

Statistical Methods for Meta-Analysis

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Using Spanish as the Language of Instruction with Mexican-American Head Start Children: A Re-Evaluation Using Meta-Analysis

Cited by 5 publications

References 3 publications

How Big Is “Big”? Interpreting Effect Sizes in L2 Research

How Big Is “Big”? Interpreting Effect Sizes in L2 Research

The Dynamic Assessment of Narratives: A Bilingual Study

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