Comments on: More discussion of Dan’s LS video http://TeachEffectively.com/2008/08/27/more-discussion-of-dans-ls-video/ Evidence-based teaching methods for helping students who are at risk for school failure or who have disabilities. Wed, 14 Dec 2011 18:30:17 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: JohnL http://TeachEffectively.com/2008/08/27/more-discussion-of-dans-ls-video/comment-page-1/#comment-68882 JohnL Tue, 02 Sep 2008 15:05:09 +0000 http://TeachEffectively.com/?p=570#comment-68882 Internet Explorer does not display these images properly. Try taking a peek with Firefox, Safari, or another browser. I'll work on correcting this. Internet Explorer does not display these images properly. Try taking a peek with Firefox, Safari, or another browser. I’ll work on correcting this.

]]> By: palisadesk http://TeachEffectively.com/2008/08/27/more-discussion-of-dans-ls-video/comment-page-1/#comment-68880 palisadesk Wed, 27 Aug 2008 23:06:53 +0000 http://TeachEffectively.com/?p=570#comment-68880 I don't see a graph -- are you sure you upladed it? Or is it at another location? Thanks for the cites -- I had forgotten the Fuchs article and will track it down. I don’t see a graph — are you sure you upladed it? Or is it at another location? Thanks for the cites — I had forgotten the Fuchs article and will track it down.

]]> By: JohnL http://TeachEffectively.com/2008/08/27/more-discussion-of-dans-ls-video/comment-page-1/#comment-68879 JohnL Wed, 27 Aug 2008 16:30:54 +0000 http://TeachEffectively.com/?p=570#comment-68879 I don't recall. Let me look...please hold, still checking....can't find my copy and the library doesn't have an electronic one. I'll have to request one and return to the question then. O.K. Got it. Thanks! <blockquote>The primary question is whether the best-designed studies yield evidence dramatically different from poorly designed studies. When the ES data (for [modality-based] instruction only) were aggregated by internal validity rating, the low category (<em>n</em> = 66) produced the largest [average] ES (.208) followed by the medium category (<em>n</em> = 121) with an [average] ES of .125, and finally, the high category (<em>n</em> = 18) with the lowest [average] ES (.037). When these ES were compared, the low-rated category was significantly greater (F(2,202) = 3.88, <i>p</i> < .05) than the high category. Furthermore, a 95% confidence interval for he high-rated category spanned zero, suggesting tht the best studies showed no positive effects for modality teaching. (Kavale & Forness, 1987, pp. 236-237)</blockquote> So, you're right, Dan; higher quality studies found essentially no effect for modality-based instruction. </blockquote> I don’t recall. Let me look…please hold, still checking….can’t find my copy and the library doesn’t have an electronic one. I’ll have to request one and return to the question then. O.K.

Got it. Thanks!

The primary question is whether the best-designed studies yield evidence dramatically different from poorly designed studies. When the ES data (for [modality-based] instruction only) were aggregated by internal validity rating, the low category (n = 66) produced the largest [average] ES (.208) followed by the medium category (n = 121) with an [average] ES of .125, and finally, the high category (n = 18) with the lowest [average] ES (.037). When these ES were compared, the low-rated category was significantly greater (F(2,202) = 3.88, p < .05) than the high category. Furthermore, a 95% confidence interval for he high-rated category spanned zero, suggesting tht the best studies showed no positive effects for modality teaching. (Kavale & Forness, 1987, pp. 236-237)

So, you’re right, Dan; higher quality studies found essentially no effect for modality-based instruction.

]]> By: Dan Willingham http://TeachEffectively.com/2008/08/27/more-discussion-of-dans-ls-video/comment-page-1/#comment-68878 Dan Willingham Wed, 27 Aug 2008 15:55:44 +0000 http://TeachEffectively.com/?p=570#comment-68878 John Didn't Kavale and Forness note that the effect size disappeared altogether when they coded for quality of study? I believe that studies with methodological problems showed moderate effects and studies that were methodologically clean showed none. John
Didn’t Kavale and Forness note that the effect size disappeared altogether when they coded for quality of study? I believe that studies with methodological problems showed moderate effects and studies that were methodologically clean showed none.

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