Evidence map›Paper›PMID 39056893›Full record

Trial reportJournal of learning disabilities

Do Mathematics and Reading Skills Impact Student Science Outcomes?

Christian T Doabler, Megan Rojo, Jenna A Gersib, Anna-Maria Fall, Maria A Longhi, Gail E Lovette, Greg Roberts, Jasmine Uy, Katharina Johnson, Shadi Ghafghazi and 3 more

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Journal of learning disabilities. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

13 authors.

Christian T DoablerThe University of Texas at Austinat Austin, Austin, TX, USA.ORCID 0000-0002-8074-4311
Megan RojoUniversity of North Texas, Denton, TX, USA.
Jenna A GersibThe University of Texas at Austinat Austin, Austin, TX, USA.ORCID 0000-0002-1270-1889
Anna-Maria FallThe University of Texas at Austinat Austin, Austin, TX, USA.
Maria A LonghiThe University of Texas at Austinat Austin, Austin, TX, USA.
Gail E LovetteUniversity of Virginia, Charlottesville, VA, USA.
Greg RobertsThe University of Texas at Austinat Austin, Austin, TX, USA.
Jasmine UyThe University of Texas at Austinat Austin, Austin, TX, USA.ORCID 0009-0009-9058-0240
Katharina JohnsonThe University of Texas at Austinat Austin, Austin, TX, USA.
Shadi GhafghaziThe University of Texas at Austinat Austin, Austin, TX, USA.
Jason B PhelpsThe University of Texas at Austinat Austin, Austin, TX, USA.
Sarah R PowellThe University of Texas at Austinat Austin, Austin, TX, USA.
William J TherrienUniversity of Virginia, Charlottesville, VA, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students' initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and included 294 U.S. students from 18 second-grade classrooms. Differential effects of the program by initial mathematics and reading skill levels were not observed for an interactive science assessment and a distal science outcome measure. However, based on initial reading skill levels, moderation results were found on a science vocabulary measure, suggesting the effects of Sci2 were greatest for students with higher initial reading skills. Similar results were found using initial mathematics skill levels as a predictor of differential response such that students with higher mathematics skills reaped stronger treatment effects on the vocabulary measure. Further, we found initial mathematics skills also influenced outcomes on the proximal science content assessment, where students with higher initial mathematics skills led to higher outcomes. Overall, findings suggest Sci2 produced robust effects for all students (

Indexed as

MathematicsReadingScienceChildFemaleHumansMaleStudentscore instructiondifferential responseexplicit instructionlearning disabilitiesmoderation analysesscience instructionSTEMvocabulary instruction

Identifiers

PMID39056893
PMCPMC11829498

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.